{"data":[{"id":864,"title":"Hybrid-Flexible Course Design","edition_statement":null,"volume":null,"copyright_year":2019,"isbn10":null,"isbn13":null,"license":"Attribution","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.","contributors":[{"id":5204,"contribution":"Author","primary":false,"corporate":false,"title":"Dr.","first_name":"Brian","middle_name":null,"last_name":"Beatty","location":"San Francisco State University","background_text":"Dr. Brian Beatty is Associate Professor of Instructional Technologies in the Department of Equity, Leadership Studies and Instructional Technologies at San Francisco State University. Brian’s primary areas of interest and research include social interaction in online learning, flipped classroom implementation, and developing instructional design theory for Hybrid-Flexible learning environments. At SFSU, Dr. Beatty pioneered the development and evaluation of the HyFlex course design model for blended learning environments, implementing a “student-directed-hybrid” approach to better support student learning."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"}],"publishers":[{"id":843,"url":"https://edtechbooks.org/hyflex","year":2019,"created_at":"2020-07-02T22:44:34.000-05:00","updated_at":"2020-07-02T22:44:42.000-05:00","name":"EdTech Books"}],"formats":[{"id":1514,"type":"Online","url":"https://edtechbooks.org/hyflex","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1515,"type":"PDF","url":"https://edtechbooks.org/hyflex","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":5,"reviews":[{"id":4246,"first_name":"Rebecca","last_name":"Dilling","position":"Visiting Assistant Professor","institution_name":"Sweet Briar College","comprehensiveness_rating":5,"comprehensiveness_review":"This book was extremely comprehensive as it included case studies and worksheets that helped support the research throughout Beatty's book! Remarkable!","accuracy_rating":5,"accuracy_review":"I found Beatty's book to be quite accurate with mountains of research-based information to support its content.","relevance_rating":5,"relevance_review":"Hybrid-Flexible Course Design is completely relevant to where higher education finds itself currently and where it could be as it peers into the future forecast of higher education.","clarity_rating":5,"clarity_review":"It is written with utmost clarity and precision.","consistency_rating":5,"consistency_review":"Beatty's book is backed up with research throughout the entire work and so the consistency of terminology and framework is definitely present.","modularity_rating":5,"modularity_review":"I could easily maneuver through Beatty's book as it has headings throughout and a solid introduction that gives clarity to the way the book is written and how it is organized.","organization_rating":5,"organization_review":"This book is extremely clear and maintains a logical flow throughout. I loved it!","interface_rating":5,"interface_review":"Well done in this area also!","grammatical_rating":5,"grammatical_review":"No real grammatical errors were noted throughout, other than a few grammatical uses that gave the writing Beatty's voice.","cultural_rating":5,"cultural_review":"Beatty was culturally neutral. None of this book would be seen as offensive to anyone reading it, in my opinion.","overall_rating":10,"overall_review":"Given the current unprecedented condition of our education system in the United States, the book, Hybrid-Flexible Course Design, is uncannily timely. This realistic and relative book seeks to assist higher education administrators and faculty by nose diving into a real problem and providing at least one real solution. Like many higher education programs, San Francisco State realized in the early 2000s, that enrollment concerns had to be addressed, and that programs needed to change in order to attract more new students and to provide more participation options for current students. Thus began the consideration and debate circulating around the option to “move the program online” (Beatty, B. 2020, pg. 10). The struggle, as with all institutions, was how to do this effectively; allowing the well-being of the students to remain the priority. Brian Beatty’s well-researched, literary presentation is quite pertinent and worthy of much attention from those similarly impacted by the 21st century educational shift and from those whose eyes are focused on the future forecast of higher education. \r\n       To begin to understand the topic of this literary piece, there has to be a clear understanding of what a Hybrid-Flexible course is.  Beatty deems the official definition of a Hybrid Flexible Course (HyFlex) as one in which students “can choose to attend class either in an assigned face-to-face environment or in an online environment, synchronously or asynchronously” (Beatty, B. 2020, pg. 12-13).  Beatty then describes the process of how the institution began to develop a HyFlex program; delving first into the pool of what was already being done (and written about) in higher education. He provides an extensive pool of research and findings within his book.\r\n       San Francisco State wanted to know what existed already that was successfully meeting the changing needs of students. Naturally brought to light was the ever limited set of resources that academic institutions would most likely face in program implementation such as time, faculty, and space.  In Hybrid-Flexible Course Design, the focus was how San Francisco state, while thoroughly and realistically spotlighting the challenges to consider, also began meeting those challenges with a feasible solution such as a Hyflex program design. Beatty discusses other challenging and familiar factors such as: 1) the level of institutional support to build and grow a fully online program, 2) the level of proven faculty expertise in teaching fully online courses or serving fully online students, and 3) the level of student interest in a fully online program (Beatty, 2020)\r\n       Through research, Beatty discovered that two factors contributed to the superiority of blended (hybrid) instruction over online and face to face instruction: additional learning time and additional instructional elements (Beatty, 2020). One of the traditional approaches to hybrid course design is that the student does not have the freedom to choose how to participate in course assignments or activities. This also pertains to how students attend class, whether online or in-class. Instructors can develop multi-avenues for which students can complete activities, however, students with schedule conflicts, travel difficulties, or other legitimate reasons that prevent their in-class attendance, will still miss out on those learning opportunities. This in turn reduces the effectiveness (amount of learning) within the course.\r\n        Beatty suggests that in a HyFlex class, the instructor is challenged to design effective learning experiences for students in both online and in-class modes. This may require additional resources for online students. Also, the additional time made available for the asynchronous online mode is thought to directly improve learning for students who take advantage of either or both (Beatty, 2020). \r\n       A great question that Beatty brings up in his book (and one of realistic importance) is Why put all this effort into supporting students who direct their own hybrid learning experience? His response makes so much sense to me as a college professor. Beatty argues that students may be better able than instructors to make the “best mode of participation” decisions for themselves. Equally intriguing is the idea that the HyFlex course model rids college instructors of the common student excuses for non-participation associated with schedule conflicts, travel difficulties, and such. The HyFlex model allows no room for excuses or for \"skipping class\" (Beatty, 2020).\r\n       Almost as if answering an invisible question that would naturally come to the minds of educators and administrators today, Beatty uses a list of benefits to argue his case for the use of the HyFlex course model. Some of these benefits include: an overall increase in course enrollment due to offering additional schedule and location flexibility to students; an increase per unit course load and reduced time to graduation; and an increase of individual class section enrollment beyond the seat capacity of a physical classroom. A few other benefits include: the ability of HyFlex to reduce space requirements for expanding enrollment and to increase the availability of courses, as well as providing support for innovative approaches to instruction that should contribute to greater student success (Beatty, 2020).  All of this, according to Beatty’s book, can lead to increased student learning, provide opportunities for faculty research and publication, and create institutional marketing opportunities to external stakeholders. \r\nAs with all innovation, the HyFlex model does impose some cost. In Beatty’s book, he intentionally makes these costs clear…\r\n“The cost for students: {would imply} personal management related to learning path: decision-making (which way to participate?) and when online is chosen, requires substantial time management skills. Personaland technical resources are required to participate in the online version of the course: (most commonly) hardware, network, ability to engage in online learning platforms, and the ability to learn through mediated experiences The greatest cost, or challenge, to students is almost always\r\ns the additional effort required to self-manage online participation requirements when in-class participation is not possible or desired. Many students still are not used to managing time effectively, especially when they\r\nmay have low internal motivation to learn required content in required\r\ncourses that aren’t personally interesting to them. Distractions and non-educational options to spend time continue to proliferate in students’ lives, further competing for their cognitive engagement; personal time management \r\nis a critical success factor for HyFlex students who choose online participation.” \r\n“The Costs to Faculty: {would show up in the} designing and development of a course that supports multiple and simultaneous modes of student participation, essentially creating both fully face to face and online formats. In addition, managing the technical complexity of multi-modal instruction, especially when synchronous participation is supported would be added. Administrating the participation of students in varied formats: tracking attendance and participation, practice and assessment activities, and providing interaction and feedback would also be at cost. Time, time, time… the clear cost to faculty.”\r\n“Costs to Administrators/institution: Support for additional faculty development and workload; formally or informally would entail certain cost. This may require additional financial resources. Increased cost would be the provision for technology-equipped classrooms to support online students as well: lecture/discussion capture, synchronous learning platform. Also, cost would be associated with enabling students to realize the scheduling flexibility value associated with HyFlex; modifications to class scheduling system, student registration system, managing clear communications. Perhaps the most important cost to the administration of an institution embarking on a HyFlex journey is the leadership’s willingness to address the range of costs associated with the effort” (Beatty, 2020, pp. 26-27). \r\n       One of the things that I particularly found valuable is that after listing out the benefits and cost of developing a HyFlex program, Beatty suggests that all institutions complete a Cost-Benefit Analysis before any effort to implement HyFlex is begun, whether for a single course or for an entire program or curriculum. This is wise advice and good counsel. Overall, I found Beatty’s book, Hybrid-Flexible Course Design, remarkably interesting in addressing pertinent issues in higher education today and in the specific college in which I teach. It had great personal value to me as an educator, just trying to figure things out, moving forward. I loved his sort of “closing remarks” to me: “The claim of universal applicability is not something I would ever make for the HyFlex design, nor do I agree with the presumption that one pedagogical approach is (or even can possibly be) suitable for all learners” (Beatty, 2020, p. 6) With clarity and an encouraging tone, however, it is determined in the research of this book, that “when students are given the freedom and ability to choose which mode to participate in from session to session, they are able to create their own unique hybrid experience” (Beatty, B. 2020, pg. 6) It can be concluded, then, that the HyFlex approach can, in fact, deliver a “student-directed hybrid” learning experience, which seems to fit many of the newly developing needs of higher education students, faculty, and institutions today. I enjoyed this easy to read but in-depth and intricate book by Brain Beatty and believe that all institutions of higher education would benefit from its content-specific information and research-based strategies and case-studies that could lead to higher levels of student and institutional success.","created_at":"2020-07-15T11:50:12.000-05:00","updated_at":"2020-07-15T11:50:12.000-05:00"},{"id":4408,"first_name":"April","last_name":"Salerno","position":"Assistant Professor","institution_name":"University of Virginia","comprehensiveness_rating":5,"comprehensiveness_review":"I approached this book as a learner, seeking to learn more about hybrid-flexible course design, and I was able to get what I needed from the book. I especially appreciated that the book has a section that is ongoing in including examples from others about their experiences implementing hybrid-flexible design.","accuracy_rating":5,"accuracy_review":"Again, I'm a learner in this topic, but I appreciated that the book is open to new contributions and is thus an ongoing project to include additional voices. I also appreciated the recognition that hybrid-flexible design requires time from faculty, and the book considers various supports that can make this type of work possible.","relevance_rating":5,"relevance_review":"I believe that course design is a topic that is currently under discussion in many settings, as we look for new and differentiated ways to serve learners.","clarity_rating":4,"clarity_review":"The book was written in a clear way that I could understand.","consistency_rating":5,"consistency_review":"The book consistently considers the topic of course-design from various perspectives.","modularity_rating":5,"modularity_review":"Because I was seeking to learn from this book, I went first to the topics that most concerned me: how to design and teach a hybrid-flexible course and how to avoid pitfalls along the way. It was easy for me to read the book in this way without going through the text in the given chapter order.","organization_rating":4,"organization_review":"The organization seems appropriate and considers various aspects of hybrid-flexible course design.","interface_rating":5,"interface_review":"I was able to navigate the book without problems.","grammatical_rating":5,"grammatical_review":"The book's grammar seemed appropriate.","cultural_rating":5,"cultural_review":"I did not read the book cover-to-cover, but I did not see any problems with cultural insensitivity.","overall_rating":10,"overall_review":null,"created_at":"2020-11-29T13:50:40.000-06:00","updated_at":"2020-11-29T13:50:40.000-06:00"},{"id":4742,"first_name":"Tiffany","last_name":"Drape","position":"Research Assistant Professor","institution_name":"Virginia Tech","comprehensiveness_rating":5,"comprehensiveness_review":"The text gives a broad background and cites many examples and variations of online learning models, historical perspective, and how the team got to the development of this text in a comprehensive manner. The latter half of the text seeks perspectives from online and hy-flex education all over the world to provide an encompassing view of online and hybrid education systems in multiple kinds of educational settings.","accuracy_rating":5,"accuracy_review":"Work is accurate and error-free. There were major adaptations to online education in 2020 due to the pandemic and it would be a benefit for the team to provide articles about models like this and how they were adapted once the pandemic hit and everyone was driven home to teach in any capacity.","relevance_rating":5,"relevance_review":"The theoretical perspective of Diffusion of Innovations, is a tried and tested theory that bodes well for this text. The continual call for contributions will enable this text to remain timely and relevant. It's arranged in a logical way and would be ideal to add a chapter/section on the pandemic once more information is available. A 'retrospective' section would be a great addition.","clarity_rating":5,"clarity_review":"Text uses appropriate language and defines any acronyms and working definitions that the text is based on. The text starts at a high level and then drills down to help the reader understand and follow the thought process and implementation of the writing team and what they did, what worked, what had to be adapted, and considerations that they had forgot but don't want the reader to forget when implementing and refining online educational programming in a hybrid type model.","consistency_rating":4,"consistency_review":"Text is internally consistent in terms of style, terminology, and lay out of each section and sub-section within it. Contributing chapters in the back half of the text are formatted and presented in a consistent manner without losing the voice of the authors.","modularity_rating":5,"modularity_review":"Text is split in a past, present, future type layout that provides natural sections and the ability to move from one section to the other with ease. This text can be assigned as a complete work or as a section depending on the needs of the instructor.","organization_rating":5,"organization_review":"The structure and flow of the text is smooth and the transitions are clear. The text is chunked to enable the work to stand alone or use as a supplement for teaching or learning in formal or informal education settings. A student or person wanting to learn more about hybrid course design could pick this up and understand it with ease.","interface_rating":5,"interface_review":"No significant issues when viewed on a Mac with the PDF version. Flow and transitions from text to video or other media loads automatically. References have doi or other identifying information if it was available at the time of publishing.","grammatical_rating":5,"grammatical_review":"No or very few grammatical errors, syntax, or formatting inconsistencies.","cultural_rating":4,"cultural_review":"Text is not insensitive and addresses requirements or parameters that international students must adhere to in order to keep their visa's active. The text would benefit from another section discussing how this model moves to a more global audience outside of one contributions from an external author. The last section addresses the global issue but is limited on addressing issues of access, equity, and the current education systems reliance on wealth and privilege. The contributions from authors in the section are welcome and offer unique perspective.","overall_rating":10,"overall_review":"This is a well crafted and organized text that is current and can aide in the adaption or adoption of a hybrid flex model of online education in higher education. It's based in theoretical knowledge and provides a base framework for online education and moves to a more advanced model with examples from peers in the field as contributing authors.","created_at":"2021-04-05T10:58:23.000-05:00","updated_at":"2021-04-05T10:58:23.000-05:00"},{"id":33382,"first_name":"Angela","last_name":"Wood","position":"Senior Lecturer","institution_name":"University of Wisconsin - Superior","comprehensiveness_rating":5,"comprehensiveness_review":"The Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes by Brian J. Beatty is a well designed textbook that targets a growing need in higher education. The textbook content is presented in a way that the reader can get a good view of the HyFlex approach and gain insightfulness, both positive and negative, to then implement in their own setting. The Table of Contents is on the first page and is explicit enough to read through and navigate to the information that is applicable to the reader. The appendices are labeled and easily accessible and allows the readers to access other experts in the HyFlex field. Included in the appendix is a listing of terms that the reader can click on and is then directed back to the various parts of the text where that word is used. This is a great resource for the reader who is attempting HyFlex implementation.","accuracy_rating":5,"accuracy_review":"The content is presented in a way that an unknowing reader can submerse themselves with information and feel as though the author gives a balanced view of both positive and negative. The author also notes that HyFlex is not a 'one size fits all' program. The text delivers with a broad range of examples from around the world and the vastly different ways to make the course design work in Higher Education.","relevance_rating":4,"relevance_review":"Hybrid-Flexible Course Design has been emerging over the last decade and met with resistance. At the time of publication the concept was starting to catch on. Then Covid happened....HyFlex is a must now and it would be hard to believe there isn't huge positive developments in this field and this text provides the launch pad and it now needs a sequel.","clarity_rating":4,"clarity_review":"The content of text is extremely accessible to a person in the education field. The author gives many examples of the why and how throughout, which allows for deeper understanding and better translation of new information. For those new to education, then the appendices will be helpful and are very user-friendly.","consistency_rating":5,"consistency_review":"The text is consistent in each chapter and throughout the text. Each chapter continues to build depth of content and is easy to follow without feeling overwhelmed or lost.","modularity_rating":4,"modularity_review":"Unit One of the text gives a unbiased, clear and concise overview of HyFlex and what is to be learned. \r\n\r\nUnit Two is about implementation and adopting HyFlex Instruction. This as imagined is a lot of necessary information. Some may think is is long and overwhelming, especially if they are not sold on the idea of HyFlex to start with. The embedded videos are a great addition and appropriately placed for further understanding and another point of view. \r\n\r\nUnit Three gives many powerful examples with ideas for implementation is various settings. This is a bit lengthy, but provides enough information that everyone should something that they could make work in their setting.","organization_rating":5,"organization_review":"Great organization! Larger topics are Units and then separated into sub units. This type of organization makes it easy to go back and find a piece of the information quickly without re-reading the entire page or chapter.","interface_rating":5,"interface_review":"There is a lot of text throughout the book, but it is broken up with charts, videos, and tables. Some even in color! The videos are embedded, therefore it eliminates ads and technical issues that arise when opening up another window.","grammatical_rating":5,"grammatical_review":"There were not any grammatical errors and the author gave wonderful examples when using educational jargon.","cultural_rating":3,"cultural_review":"The text is not insensitive to cultures in any way, yet it lacks a lot of depth from other places. The United States is well represented, Canada and Belgium are the other two. It would have been nice to see greater depth from other cultural backgrounds. Perhaps, in Unit 3.11 others will take the opportunity to contribute in that way.","overall_rating":9,"overall_review":null,"created_at":"2021-09-07T12:00:40.000-05:00","updated_at":"2021-09-07T12:00:40.000-05:00"},{"id":34485,"first_name":"Marion","last_name":"Hernandez","position":"Adjunct Instructor English Department/DCE","institution_name":"Bunker Hill Community College","comprehensiveness_rating":5,"comprehensiveness_review":"This book considers all aspects of the possible variations of Hybrid (online and on site) Fully Online, Hybrid/synchronous for writing detailed course design. The article discusses the priorities that should drive administrators after they have selected what type of course they are building. All priorities and thinking should be to create and describe the online courses as as a valuable entity onto itself, not just an inferior brand, not quite equal to in-class learning. Online courses should not just be an extension of in-class design, but should reflect the specific dynamics inherent to online courses. Classes that range from hybrid, hybrid/synchronous/ or online all should be described on their own merits, and not just a \"migrated\" courses trying to be equal, but not equal to their in-class counterparts. Creating appealing catalogue descriptions should be part of a marketing (my word) feature describing the unique design of each mode of learning.*\n*please note that this article, within a longer book, can be found more easily by simply typing in Google: Hybrid and Fully Online OWI by Jason Snart. It is part of OER: Hybrid Learning by Beatty","accuracy_rating":5,"accuracy_review":"The details are explicit in terms of defining each mode of course design. The main idea os that each type of course should have its own specialized design that includes both the goals of the course and pedagogy. The author explains the various course designs and the methods that can be used to enhance student learning.","relevance_rating":5,"relevance_review":"The relevance is evident as more college students select some variations of online learning to facilitate their busy schedules. In terms of relevance though, it should be noted that the most recent research is from 2013. So much has changed. For instance the tutor talks about access and that some students can now use their phones for assignments and conferences. This is commonplace in our current technological age since smartphone use is the preferred means of all communication among current college students.","clarity_rating":5,"clarity_review":"The author is an excellent writer and he knows his audience, anticipates and includes the questions his readers are probably going to ask. He uses charts to define the various course designs he covers in his work.","consistency_rating":5,"consistency_review":"The article is divided into subtopics sequenced in logical order and titled using excellent headers for each chapter. I particularly like the subtopic \"Nuances,\" describing the subtle ways that written course descriptions can guide students in selecting courses designed to meet their needs.","modularity_rating":5,"modularity_review":"As noted, the subtopics unfold in a logical sequence and the information accurately reflects the titles of the material in each section. The material is sequenced so that the initial ideas lay the foundation for more intricate details written in the later sections.","organization_rating":5,"organization_review":"The author spends time and space defining the various types of online instruction that are the main ideas of the article. These definitions correspond to course design (online, hybrid, hybrid/synchronous that best accommodates the pedagogy and goals of a course. It is emphasized that goals of the course dictate the design and that the design is a means to an end, not an end in itself. For instance the technology needed to create hybrid/synchronous or online course is not an end in itself but is a support system that shucked not overshadow the goals of the course. Some of these goals are subject driven, but the most important goal around which all other goals should be sublimated is COMMUNITY.","interface_rating":5,"interface_review":"The charts are placed discreetly at the bottom of pages and do not dominate visual or textual features. Ninety percent of the text is just that: text material. Headers are the only other feature so no distractions are present.","grammatical_rating":5,"grammatical_review":"This writer is an English teacher so grammar is not an issue. He uses the word \"differently\" too many times, which just happens to be a professional pet-peeve of mine.","cultural_rating":5,"cultural_review":"Cultural sensitivity is an implied theme since many of the students who benefit from these courses have families and work. These limitations have historically and financially restricted this segment of the population from continuing their education.","overall_rating":10,"overall_review":"The audience for this article is topic-specific. The readers will be those instructors teaching these online courses and administrators writing the language that is specific to the actual configuration of the course. The author states that many course descriptions fail to accurately detail the way the course will be taught. This failure stems from administrators who do not accurately market their courses  to create a favorable/advantageous impression of the advantages and values of these specialized type of learning. The writer envisions new and fresh course descriptions showcase online courses as all new designs and not just second cousins to the \"real thing.\"","created_at":"2023-03-30T15:49:14.000-05:00","updated_at":"2023-03-30T15:49:14.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/hybrid-flexible-course-design-beatty","updated_at":"2025-12-15T02:18:18.000-06:00"},{"id":887,"title":"Writing Instruction Tips For Automated Essay Graders: How To Design an Essay for a Non-human Reader","edition_statement":null,"volume":null,"copyright_year":2020,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"As schools, as well as the workplace, become more automated, and remote or distance learning/working becomes the “new normal,” understanding and leveraging artificial intelligence will become a critical skill.","contributors":[{"id":5235,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Alise","middle_name":null,"last_name":"Lamoreaux","location":"Lane Community College","background_text":"Alise Lamoreaux, Lane Community College"}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":866,"url":"https://openoregon.pressbooks.pub/","year":2020,"created_at":"2020-07-19T16:33:30.000-05:00","updated_at":"2020-07-19T16:33:30.000-05:00","name":"Open Oregon Educational Resources"}],"formats":[{"id":1561,"type":"Online","url":"https://openoregon.pressbooks.pub/robograders/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1562,"type":"PDF","url":"https://openoregon.pressbooks.pub/robograders/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1563,"type":"eBook","url":"https://openoregon.pressbooks.pub/robograders/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2106,"type":"Hardcopy","url":"https://www.lulu.com/en/us/shop/alise-lamoreaux/writing-instruction-tips-for-automated-essay-graders/paperback/product-2rpzye.html","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":3,"reviews":[{"id":5151,"first_name":"Donna","last_name":"Fiore","position":"Adjunct English and Reading Instructor","institution_name":"Mount Wachusett Community College","comprehensiveness_rating":5,"comprehensiveness_review":"The background information provided was sufficient to give the reader a basic understanding of what an automated essay grader is and how it is used in grading writing.","accuracy_rating":5,"accuracy_review":"As far as I am aware, the information presented was logical, unbiased, well thought out, and relevant to the topic at hand.","relevance_rating":5,"relevance_review":"This subject is more topical today than even a year ago due to the global pandemic.  COVID-19 forced many institutions to rethink how they do business.  Using a form of Artificial Intelligence to  conduct business or even teach school has made these difficult times more manageable.","clarity_rating":5,"clarity_review":"The text was reader- friendly without being over simple.","consistency_rating":5,"consistency_review":"It was easy to follow the information because terminology was consistent.","modularity_rating":5,"modularity_review":"The text divides the information into logical components so the reader is able to follow the process  of becoming familiar with the important components of the essay grader.","organization_rating":5,"organization_review":"The text flows effortlessly from one chapter to the next.","interface_rating":5,"interface_review":"I especially loved the videos included and the sample activities included in the text.","grammatical_rating":5,"grammatical_review":"I did not notice any errors.","cultural_rating":5,"cultural_review":"Lamoreaux is very respectful of essay graders.  She is not dismissive or negative.  Information is presented objectively so that the reader is able to focus on the content being presented.","overall_rating":10,"overall_review":"I will be incorporating some of this information in my own writing classes.  I will also be recommending this text to my nephew who will be entering a doctoral program this fall as a helpful resource for reviewing his writing.","created_at":"2021-06-27T14:50:49.000-05:00","updated_at":"2021-06-27T14:50:49.000-05:00"},{"id":33582,"first_name":"Vickie","last_name":"Gray","position":"Writing Adjunct","institution_name":"University of Saint Francis","comprehensiveness_rating":5,"comprehensiveness_review":"Lamoreaux gives a thorough background of the Automated Grading System (AEG) and provides links for reference and for further study.","accuracy_rating":5,"accuracy_review":"Lamoreaux exhibits a vast working knowledge of AEG and provided information that appears to be accurate and error-free, and unbiased.","relevance_rating":5,"relevance_review":"With our growing dependency on technology, more and more educational institutions are utilizing AEG and this usage is often viewed in a negative manner. However, Lamoreaux gives teachers necessary tools to prepare their students to successfully adapt to, and positively embrace, these changes. \r\n\r\nThe organization of informational text in the book can be easily updated without needing major changes that will disrupt the original flow of each chapter.","clarity_rating":5,"clarity_review":"The text is accessible and presented in a manner that is easily understood; jargon use was minimal, thus negating the necessity of glossary.","consistency_rating":5,"consistency_review":"Text uses a consistent writing voice that is easily followed and understood.","modularity_rating":5,"modularity_review":"Spatial aspects are given high consideration in that the chapters are divided into blocks of text broken up by bullet or numerical points that allow the reader to easily comprehend the presented material.","organization_rating":5,"organization_review":"Each chapter is an acceptable length that flows in an organized manner.","interface_rating":4,"interface_review":"I reviewed the book in PDF format and the text was periodically distorted in a “squished down” appearance, which I see happening often in documents saved as PDF files. The text is legible, but the distortion did tend to distract at times. \r\n\r\nThe images are clear and crisp. \r\n\r\nAll but one of the links (noted below) work, but they do not automatically open in a new tab/window when clicked on and having to remember to right-click to open them distracted from my reading at times. I checked the online format of the book and they do not automatically open there either. \r\n\r\nNote: This source link doesn’t work where it is located on page 7, or on the References page: (Burstein et al, 1998)","grammatical_rating":4,"grammatical_review":"Minor grammatical errors are present and there is at least one awkwardly phrased sentence due to a missing word or words.","cultural_rating":5,"cultural_review":"Lamoreaux’s writing voice is very approachable and she writes in a culturally sensitive manner that is objective and respectful. Students feel vulnerable when writing, especially when it comes to the words they use that are influenced by their personal and/or educational backgrounds. Lamoreaux offers suggestions to encourage student improvement that will make them feel less like they are being singled out for possible poor word choices while helping them master their writing skills in positive ways.","overall_rating":10,"overall_review":"This sentence sums up how I viewed AEG before reading this book: “Robo-graders cannot handle the nuances of expression and may penalize the writer for vocabulary choices” (p. 26). I felt that an AEG would only do students a disservice because they lack the human ability to understand context. However, after reading Lamoreaux’s suggestions for teaching students to understand the nature of their audience (AEG), I now see how students can be taught to improve their argumentative writing and language skills so that they are not only better understood by an AEG, but also by each other and their teachers. \r\n\r\nAs a teacher who uses Toulmin as part of my curriculum, I found Lamoreaux’s Toulmin instruction beneficial to my own understanding and that will help me to better instruct my students as well.","created_at":"2021-12-27T15:00:59.000-06:00","updated_at":"2021-12-27T15:00:59.000-06:00"},{"id":34983,"first_name":"J. Marlie","last_name":"Henry","position":"Adjunct Faculty","institution_name":"University of Saint Francis","comprehensiveness_rating":4,"comprehensiveness_review":"Considering the length of this book, it seems to address key areas effectively. There is a contents section, and the book does seem to be organized accordingly with appropriate alignment and logical flow of thought. There is no glossary. For a document of this length, a glossary does not seem like it would enhance it significantly, but it could help make information access even easier.","accuracy_rating":5,"accuracy_review":"Though the content could be more substantive, what is presented does seem to be accurate and without any significant problematic biases.","relevance_rating":2,"relevance_review":"Though the content itself seems to be approached with a current perspective in part, most of the content is noted to be based on sources that are notably aged. For instance, most sources are a decade or more old. Particularly given the significant evolution of this area over the past few years, incorporating more attention to current research and applications would strengthen this book.","clarity_rating":5,"clarity_review":"The language used seems to be clear and appropriate. Unnecessary jargon is not used. What is used is understandably presented within a conceptual framework. The intent seems to be clear- to communicate simply in a straightforward manner.","consistency_rating":5,"consistency_review":"The text seems to be internally consistent in terms of terminology and framework. There do not seem to be issues in this area. Terminology is internally consistent.","modularity_rating":5,"modularity_review":"For a book of this length, the author structured this logically into sections effectively. This book could be used in whole or by section with limited modifications. For instance, the section addressing Toulmin Method might be used in isolation of others.","organization_rating":5,"organization_review":"The topics are presented with logical organization. The topics presented are conceptually sequenced in a manner that helps learners build logically on prior conceptualization.","interface_rating":5,"interface_review":"The visuals themselves are simple, but they are clear and understandable without distracting the learner. The purpose is clear- that of learning rather than visuals for the sake of visuals. Likewise, navigation is clear and without issues.","grammatical_rating":5,"grammatical_review":"Grammatical errors are not evident.","cultural_rating":5,"cultural_review":"It would be interesting to see even more evidence of cultural integration, but what is presented is not culturally insensitive or offensive in any way. The language seems to be consistent with general guidelines for unbiased language use.","overall_rating":9,"overall_review":null,"created_at":"2024-04-04T17:58:50.000-05:00","updated_at":"2024-04-04T17:58:50.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/writing-instruction-tips-for-automated-essay-graders-how-to-design-an-essay-for-a-non-human-reader","updated_at":"2025-12-15T02:19:17.000-06:00"},{"id":235,"title":"Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders","edition_statement":null,"volume":null,"copyright_year":2015,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"This open textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.","contributors":[{"id":3701,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Samuel","middle_name":null,"last_name":"Sennott","location":"Portland State University","background_text":"Samuel Sennott, PhD, is an assistant professor of special education. He completed his doctorate at The Pennsylvania State University and is the co-creator of the original Proloquo2Go, the popular iOS application that helps people who have difficulty speaking due to a range of disabilities such as autism, Down syndrome, cerebral palsy, and other disabilities. Proloquo2Go has been featured on the front page of the NY Times, by ABC News, and on 60 Minutes. Dr. Sennott's clinical, research and development, and advocacy work focuses on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design."},{"id":3702,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Sheldon","middle_name":null,"last_name":"Loman","location":"Portland State University","background_text":"Sheldon Loman, PhD, is an assistant professor of special education. Dr. Loman received his PhD in special education from the University of Oregon, with the focus of his work on instructional practices for people with severe disabilities, educational systems change, and positive behavioral interventions and supports. He has a bachelor’s degree in psychology from the University of Hawaii and a master’s degree in special education with an emphasis on moderate/severe disabilities from San Francisco State University. His interest areas are inclusive education, instructional practices for individuals with significant disabilities, Functional Behavioral Assessment (FBA), Assistive Technology (AT) and Augmentative and Alternative Communication (AAC), and educational systems change."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"},{"id":28,"name":"Secondary Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/secondary-education"}],"publishers":[{"id":132,"url":"http://archives.pdx.edu/ds/psu/13340","year":null,"created_at":"2018-09-07T12:22:37.000-05:00","updated_at":"2018-09-07T12:22:37.000-05:00","name":"Portland State University Library"}],"formats":[{"id":191,"type":"PDF","url":"https://pdxscholar.library.pdx.edu/pdxopen/5/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2156,"type":"Online","url":"https://content.library.pdx.edu/files/PDXScholar/sped/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4","textbook_reviews_count":14,"reviews":[{"id":495,"first_name":"Brittany","last_name":"Joseph","position":"Adjunct Instructor","institution_name":"The University of Toledo","comprehensiveness_rating":3,"comprehensiveness_review":"The comprehensiveness of this textbook addresses a variety of areas within the study of Autism Spectrum Disorders.  While the book does not include an index or glossary, the chapters all relate to the title of the textbook.","accuracy_rating":5,"accuracy_review":"The content is accurate, error-free and unbiased.","relevance_rating":5,"relevance_review":"Content in the field of Autism Spectrum Disorders changes due to the increased prevalence of the disorder each year but the authors included relevant statistics and facts.  If updates were made, it would be easy to implement those changes.","clarity_rating":5,"clarity_review":"The textbook is clear and concise.  It does include technical terminology related to Autism Spectrum Disorders and interventions utilized to support individuals but it is done so in a way that is understandable to professionals working in the field.","consistency_rating":3,"consistency_review":"The consistency of the textbook could be improved in terms of the framework.  For example, the textbook covers a wide range of specific topics related to Autism Spectrum Disorders in Curriculum and Instruction but it does not address all areas.  The chapters on Applied Behavior Analysis and Augmentative Alternative Communication are well written but maybe too specific of topics to cover in a textbook related to Curriculum and Instruction.  It would take extensive training to implement both Applied Behavior Analysis and Augmentative Alternative Communication, neither of which could be learned from simply reading this textbook.","modularity_rating":5,"modularity_review":"The modularity of this textbook is good as I can assign smaller reading sections at different points within the course to my students.  The chapters are of an appropriate length and provide a good overview of the content covered.","organization_rating":5,"organization_review":"The topics are addressed in a logical, clear manner.  The content flows well and is organized for the reader.  The benefit of the textbook is the accessibility for readers to complete their reading on a variety of devices and using screen reader technology.","interface_rating":5,"interface_review":"The interface of the textbook is appropriate and there are no issues with navigation, distortion of images or charts.  Everything within the book appears clearly and without distraction.","grammatical_rating":5,"grammatical_review":"The textbook contains no grammatical errors.","cultural_rating":5,"cultural_review":"The text is not culturally insensitive or offensive in any way.  It describes individuals with Autism Spectrum Disorders and other disabilities in an appropriate way.","overall_rating":9,"overall_review":"This book will be an appropriate textbook to assign in small chapters for my students to read in an online Understanding Autism course at The University of Toledo.","created_at":"2016-08-21T19:00:00.000-05:00","updated_at":"2016-08-21T19:00:00.000-05:00"},{"id":503,"first_name":"Roger","last_name":"Ideishi","position":"Associate Professor","institution_name":"Temple University","comprehensiveness_rating":4,"comprehensiveness_review":"The textbook provides a good overview of instructional strategies for students with autism and special needs. The chapters provide nice overviews of each areas. The chapters on technology are particularly comprehensive with clear descriptions and examples of application. The chapters on behavioral strategies are adequate and not as clear as the technology chapters. Many links in the chapters were not accessible or were no longer available online. The section on UDL was particularly good. The video instruction and lecture was excellent. There are many good resources for the student to use to extend learning and generalize to a variety of settings.","accuracy_rating":4,"accuracy_review":"The content was accurate and straight forward. The references in some of the chapters could use updating with more current literature and evidence particularly the chapters on behavioral strategies. The technology chapters were up to date.","relevance_rating":3,"relevance_review":"As stated above, many links were not usable or unavailable. The references in some of the chapters could use updating with more current literature and evidence particularly the chapters on behavioral strategies. The technology chapters were up to date.","clarity_rating":4,"clarity_review":"The chapters were clear and straight forward. At some points in the behavioral strategies, further descriptions and bullet summaries might be helpful to reinforce overall concepts. There were many sample blank templates which were good. Some of the templates had completed samples, others did not.","consistency_rating":4,"consistency_review":"The text covers the current state of practice and instruction for students with autism with consistent language and models that a practitioner would be exposed to.","modularity_rating":5,"modularity_review":"The chapter lengths were perfect so the textbook did not seem overwhelming. The various links (the ones that worked) were very helpful to elucidate concepts, provide examples, and extend learning to a variety of contexts.","organization_rating":4,"organization_review":"Each chapter was organized well with basic introduction of concepts, specific descriptions of major aspects of concepts, rationale and evidence for concepts /models, examples and resources. In addition to the concluding paragraphs, a summary using a bullet, outline format may help to reinforce particular areas for the reader.","interface_rating":3,"interface_review":"Some resource links were not usable or unavailable.","grammatical_rating":5,"grammatical_review":"No significant areas noted.","cultural_rating":5,"cultural_review":"The text was respectful of diversity language in both culture and ability.","overall_rating":8,"overall_review":null,"created_at":"2016-08-21T19:00:00.000-05:00","updated_at":"2016-08-21T19:00:00.000-05:00"},{"id":776,"first_name":"Stephanie ","last_name":"Kurtts","position":"Associate Professor","institution_name":"University of North Carolina at Greensboro","comprehensiveness_rating":5,"comprehensiveness_review":"Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders is a practical text that is grounded in theory and provides a wealth of examples of instructional and behavioral strategies to support students with complex and involved disabilities within a Universal Design for Learning (UDL) framework. While targeting curriculum design and effective instruction for students with developmental disabilities and autism spectrum disorders, the extensive and comprehensive collection of strategies and approaches for student-centered services, effective communication, behavior management, and use of technology, including AAC, can be applied to a diverse group of students with learning and behavioral challenges. The text contains numerous examples of tools for observation of student behavior and performance, including data collection and progress monitoring. These sample data collection tools are able to be immediately applied to practical use in the classroom and with families and other professionals serving individuals with complex and involved disabilities. iOS8 accessibility, with numerous visuals depicting features and how to use the features as support for effective learning with mobile devices using this technology, is very beneficial as Apple products are used by many school systems.","accuracy_rating":5,"accuracy_review":"The content of the text is well-supported with current research from the field. There appears to be no errors and the extensive research and evidence-based practices throughout the text that are clearly referenced support this. There is no bias, although there is the chapter on accessibility of Apple products by an Apple Distinguished Educator. ","relevance_rating":5,"relevance_review":"This text is highly relevant as the number of students identified with ASD continues to increase and educational professionals are constantly challenged to effectively meet the instructional and behavioral needs of these students in the classroom and in community settings. The arrangement of the text would certainly ensure that updates can be implemented easily. This is important, as factors such as changing legislation can impact service delivery options and accountability for this group of students.","clarity_rating":4,"clarity_review":"The text is well-written and free of educational jargon. The reader needs to be familiar with the categories of disabilities addressed, ASD and developmental disabilities, as there is little actual description, definitions, or characteristics of these areas of disability. There is extensive description of the instructional strategies and behavioral interventions, along with data collection methods, that provide excellent examples of materials and resources for implementation.","consistency_rating":4,"consistency_review":"The text is consistent in professional terms and conceptual framework addressing effective and inclusive instructional practices and behavioral instruction for students with complex and involved disabilities. Professional terms are defined with ample examples. Some chapters end with a \"conclusion\" and some chapters end with a \"summary\" although that doesn't detract from a review of the main ideas of the chapter.","modularity_rating":5,"modularity_review":"In reference to the modularity of the text, the content can be assigned at different points in a course. While the chapters do complement one another (see Organization/Flow/Structure) any one of the six chapters could serve as an excellent resource for the topic addressed, such as guiding principles for comprehensive instruction for students with complex and involved disabilities and learning and behavioral challenges, AAC, applied behavioral analysis (ABA), functional interventions and assessment (FBA) and effective us of technology tools.","organization_rating":4,"organization_review":"The content of text is structured clearly and logically. The chapters are written to complement one another. There is no table of contents at the beginning of the text and that does lead to the reader needing to scan through the entire text to find relevant information within the topics. With frequent use of the text, the reader would eventually be familiar enough with the content to know in which chapters certain information is presented, but a table of contents would help.","interface_rating":4,"interface_review":"While the text is free of any major interface issues, a few of the website links would not open. Another issue, while not too distracting or cumbersome, is that several charts are in the \"landscape\" page orientation, but sideways, so the reader must turn the computer to the side to read the charts or tables. Videos all appeared to work and provide specific information and examples  to support skills and concepts addressed. ","grammatical_rating":5,"grammatical_review":"There are no grammatical errors.","cultural_rating":4,"cultural_review":"The text is highly relevant to understanding the most effective research-based strategies and interventions to support students with ASD or with developmental disabilities thus is sensitive to the nature of the disability. Students with complex and involved disabilities will come from diverse racial, ethnic and cultural backgrounds and having a strong foundation in the most appropriate and effective strategies and interventions to serve these students will greatly assist with service delivery models.","overall_rating":9,"overall_review":"This is a very practical text that provides many examples of how to implement and collect data on the use of evidence and research based strategies and intervention to support instruction and behavior management with students with complex and involved disabilities within an inclusive context. ","created_at":"2016-12-05T18:00:00.000-06:00","updated_at":"2016-12-05T18:00:00.000-06:00"},{"id":1637,"first_name":"Abigail","last_name":"Allen","position":"Assistant Professor","institution_name":"Clemson University","comprehensiveness_rating":2,"comprehensiveness_review":"While the six chapters cover some important aspects of instruction for this population of students, I'd appreciate a more comprehensive view of developmental disabilities and autism spectrum disorder. Some introductory information with definitions, prevalence rates, etc. would be helpful as well as some broader context on inclusion for students--when is inclusion appropriate, what are the goals, etc. There are some great tools and resources in the book about assessments and tools for self-determination, inclusion, ABA, AAC, FBA etc., but there's never an explicit connection or discussion about why these particular areas are important specifically for students with DD and ASD. I think students would benefit from having some discussion around how and why we make these decisions about students rather than just presenting the tools. I'm also left wondering why are there no chapters about academic interventions, when and how to target academic vs functional outcomes, how to approach writing IEP goals in various areas, etc. yet there is an entire chapter on iOS 8 Accessibility.","accuracy_rating":5,"accuracy_review":"The information presented is accurate, it's just not directly tied to students with developmental disabilities or autism.","relevance_rating":5,"relevance_review":"The relevance/longevity is great. The authors included up to date tools and resources that can easily be updated over time.","clarity_rating":3,"clarity_review":"The text itself is clear and does not overly rely on jargon. What's not always clear is why the chapter topics were chosen (see Comprehensiveness section of this review). I think a clearer presentation of the overall framework for the text would be helpful to the reader. For example, why is augmentative and alternative communication (AAC) given its own chapter? Why is AAC important for students with DD and ASD? It's never actually explaned that, for example, students with autism have communication impairments, that a hallmark of autism is deficits in communication and social skills, therefore communication devices are often necessary. Same for the other chapters--why are these topics critical for these disability areas?\n\nAdditionally, the text reads as if each chapter was written for a separate purpose or publication and compiled together under a title about DD and ASD. The chapters present important and accurate information about each individual topic (e.g., applied behavior analysis), but there's no clear connection to why each particular element is key for students with these disabilities (e.g., WHY do students with DD or ASD need applied behavior analysis?). Chapters 2-6 could have been written for any other textbook on any other disability. ","consistency_rating":3,"consistency_review":"While the terms presented are consistent across the text, the writing styles, framework, and organization of each chapter are not consistent and do not blend. For example, the first chapter is very straightforward while the second chapter opens with a personal vignette from the author. It makes the text seem inconsistent overall.\n\nAnother issue is that the terms intellectual disabilites and autism spectrum disorder are never actually defined. Even though the purpose of this text appears to be about instructional planning for kids with DD and ASD, a brief statement with some introductory information about the disabilities (what are they, how do they manifest in people) would be helpful to provide some level of consistency across the text as a whole.","modularity_rating":5,"modularity_review":"The book can easily be split up into smaller sections for reading assignments. The text is broken up with logical and understandable headings and subheadings.","organization_rating":2,"organization_review":"Overall the topics are presented in an organized way, but, as stated previously, an introduction would be helpful before jumping into the first chapter. What are DD and ASD, prevalence rates, why these two disabilities are often grouped together, how they manifest, etc. Also, the justification for the chapter topics is not clear and the flow from one chapter topic to the next is not overtly logical (see Comprehensiveness and Clarity sections of this review). As stated in other sections of this review, presenting the reader with some overarching framework or organizational structure showing key information about these disabilities, why the included topics are important for these disabilities, and how the chapters are related would improve the text's organization.\n\nAdditionally, some of the chapters include great and helpful subheadings (Chapter Objectives, Defining Characteristics, Summary--all in Ch. 3 on ABA) but not all of the chapters follow this format. Each chapter is like its own paper on a specific topic and they were compiled together to make a textbook.","interface_rating":5,"interface_review":"The interface is fine. The graphics are great and there are helpful pictures and figures to add to the reader's understanding.","grammatical_rating":5,"grammatical_review":"The grammar is adequate.","cultural_rating":2,"cultural_review":"There are no explicit references or examples relating to diverse populations.","overall_rating":7,"overall_review":"Each chapter itself presents quality information but the overall organization and flow of the book is very disjointed and confusing. There is no explicit definition of developmental disability or autism spectrum disorder and no justification for the inclusion of the chapter topics. (Why is there a chapter specifically on iOS 8 Accessibility? Why not just assistive technology or accessibility features of common devices?) There is no direct connection in any chapter (except Ch. 1) to DD and ASD--the chapters, while accurate and containing useful information, are not actually about DD or ASD. This book is essentially a collection of related topics that could be applied to students with DD and ASD.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1757,"first_name":"John","last_name":"McCarthy","position":"Associate Professor","institution_name":"Ohio University","comprehensiveness_rating":4,"comprehensiveness_review":"This is a wide spanning topic that could potentially lead to a lack of practical ideas in favor of extensive background material on individual considerations for different populations.  This book does a good job of ensuring each chapter has a focused set of recommendations for the major issues related to serving individuals with complex disabilities.  Further, each chapter is well referenced, with helpful figures, links and worksheets.\n\nThe book favors broader approaches that work for a wide number of children over distinguishing children with autism spectrum disorders having certain needs versus other children with other disabilities having other needs.  There is a balance of information related to behavior and communication, although I would say there is a little more emphasis on behavioral approaches to intervention.\n","accuracy_rating":4,"accuracy_review":"The content is accurate and is not biased for or against any particular approach.  I would note that Apple products are mentioned in one chapter exclusively and also in Chapter 2, but the products are not presented as the only workable technology solutions.  The information on AAC contains strategies that are manageable by a variety of communication partners, however there is some more recent work relative to Just In Time Programming and Visual Scenes that would have been good additions. Although only a minor issue, a discussion of multimodal communication would also have been ideal.","relevance_rating":4,"relevance_review":"The principles are all good and many of the strategies are not tied to specific technologies or temporarily \"popular\" approaches. Unfortunately, with iOS updates happening more and more frequently (iOS 11 at the time of this review, but iOS 8 in the book), it’s challenging to keep up.  It would have been nice if the chapter author (who is very knowledgeable about topic) avoided use of words like, \"latest version” especially since a lot of the basics are still the same with some refinements. \n\nAlthough Youtube videos are quite helpful, there are some links that no longer work (p. 43, p. 89, p. 95, p. 99).  In the case of iOS accessibility, it’s not too big of a deal, you can easily find updated video examples based on the titles of the videos listed in the chapter. \n\n","clarity_rating":5,"clarity_review":"The book is highly readable even with the different authors for each chapter.  The Figures and Tables are helpful. Although there is an emphasis on practical solutions in the book the tone is clearly for more self-motivated learners or learners. Knowledge of children with disabilities is expected, but discussions could be read by any professional working within the educational system.","consistency_rating":3,"consistency_review":"The text was consistent in terms of having different visual supports.  I did find it distracting that at times figures and tables were embedded in each chapter, and in the case of Chapter 4 were all at the end.  Some chapters provided more case examples than others and the differences in the use of case examples is probably the largest weakness I could find in the book.","modularity_rating":5,"modularity_review":"The entire book is not overly long and each chapter is easily readable within a single setting. Each chapter has a \"take away\" strategy that would work very well in a course format. The iOS Accessibility chapter is more referential than single intervention strategy based, so it would work as either something to reference in the context of intervention with a specific individual in another chapter or as a chapter to be used in conjunction with specific assignments to customize an iOS system for individuals with a variety of disabilities.","organization_rating":4,"organization_review":"The high degree of modularity, means that there is less of a single narrative woven throughout.  One thing I will say is that each chapter quickly gets to applications quickly.  Chapters do not spend extensive time on historical context or competing trends.  The chapters are satisfying on reaching practical information quickly each time.  I only felt chapter 6 deviated from the focus on immediately addressing implementation of the strategy.","interface_rating":4,"interface_review":"The use of external video links could mean a loss of one's place depending on how a user is reading the pdf.  If it is embedded in a browser and the links open in the same tab, this could be problematic.  I found it worked best when I opened videos in a new tab and this solved my issues.  The book doesn't have internal hyperlinks and does not have a table of contents. The references did include doi's when available.","grammatical_rating":5,"grammatical_review":"I did not note any grammatical errors.  The technical quality of the writing is high while still being readable.","cultural_rating":4,"cultural_review":"The text is not actively biased against any group.  Since there are only a few photos with children, it is difficult to criticize the photos for being of white participants. No chapter attempts to highlight considerations relative to diversity. \nI will say that the strategies presented would work for a variety of cultural groups.  Although not mentioned, the AAC strategies that inform the ModelER intervention have been shown to work with a variety of different communication partners. I think this is true for the other strategies as well.  ","overall_rating":8,"overall_review":"I enjoyed this book as a resource.  It can help to provide some practical ideas to speech-language pathologists or to special educators. I don't think it could be the sole resource I would use at the graduate level. \nOne thing I would look for as a supplement is more of a discussion of different professionals and how they can work together.  Chapter 1 helps in this regard.  At the risk of being overly expositional, I think a brief discussion of the roles and responsibilities of different team members (even as a glossary) would be a nice addition.  The information is present in other places and could be supplemented for classroom use.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":2096,"first_name":"Candace","last_name":"Gann","position":"Assistant Professor","institution_name":"Oklahoma State University","comprehensiveness_rating":3,"comprehensiveness_review":"While all of the content in the text is useful in instructional design for children with disabilities, this text is not a comprehensive text that I would choose to use in this type of course.  Rather, it would make a good supplement to other readings and multimedia resources.  The text would benefit from a table of contents, glossary, and index.","accuracy_rating":5,"accuracy_review":"Content appears accurate and error-free.","relevance_rating":4,"relevance_review":"Content within the text is relevant and will remain so over time.  Some of the links might not work over time and should be checked before utilizing the book for a course.  Further, the chapters that discuss AAC and the use of technology within curriculum and instruction will likely need updating in the future as technology progresses.","clarity_rating":4,"clarity_review":"The authors used an appropriate reading level to ensure the content is accessible at the graduate level.  Technical terminology is used, but explained in such a way that the reader can apply the terms in a professional setting.","consistency_rating":4,"consistency_review":"The text is consistent in the framework of each chapter and the level of terminology used.  The authors did a good job of ensuring the readability flowed throughout the text, even though each chapter was written by a variety of individuals within the field.","modularity_rating":5,"modularity_review":"This text would be great to assign separate chapters throughout a course, with some chapters able to be assigned out of order and others grouped to present a large body of information.","organization_rating":3,"organization_review":"Each of the chapters were well organized in structure and flow.  Likewise, most of the chapters flowed from one to the next.  ","interface_rating":4,"interface_review":"All images, examples and embedded web links were clear and flowed well within the text.  The text's interface ensured the reader remained engaged with the text, providing opportunities to apply what was being learned to real-life situations.","grammatical_rating":4,"grammatical_review":"The text did not contain any grammatical errors; however, it did still contain a few directives for the editor of the text to complete references.","cultural_rating":5,"cultural_review":"While this text did not address culture specifically, the authors clearly encourage and support the reader in including family members in the curriculum design process, ensuring the cultural beliefs of the family are embedded within individualized programming.  ","overall_rating":8,"overall_review":"When I chose to review this book, I had assumed the topic coverage would focus on children with autism, as the book appeared to have been written for a graduate level course titled, \"Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders.\"  However, this book was not specific to these disability categories.  Rather, the content is applicable across all fields within special education.","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2134,"first_name":"Gale","last_name":"Rice","position":"Professor \u0026 Dean","institution_name":"Fontbonne University","comprehensiveness_rating":4,"comprehensiveness_review":"This text is based on IWDs in the context of a family which makes it inclusive.  It uses person-first language and is ecologically-based.  The sample forms and websites should be quite helpful.  \nSeveral assumptions are made with respect to the knowledge base the reader has acquired prior to the class in which the text is used.  While these are reasonable it would have been helpful to have them delineated in the introduction.  \n","accuracy_rating":5,"accuracy_review":"The content of the book is accurate and error-free, avoiding common conflicts among topics addressed addressed (e.g. AAC and ABA).  The material is presented in a neutral and unbiased manner.","relevance_rating":5,"relevance_review":"The book has current content, but it is general enough so that the text will not become obsolete very soon.  The exception to this might be the iOS8 chapter.  Even in that case, the information is modularized in such a way to make updates to a specific section relatively easy to do.","clarity_rating":5,"clarity_review":"The book is quite clear and is effective at establishing context then using technical terminology in that context and applying it functionally.","consistency_rating":5,"consistency_review":"Terms are operationally defined early in the book or in each chapter and used consistently throughout the text.","modularity_rating":5,"modularity_review":"It would be very easy to assign just pertinent chapters of the book and not necessarily in the order in which they are included in the book.  ","organization_rating":3,"organization_review":"The text is generally well-organized, although more of an introduction explaining the organization to the reader would be helpful.  While the idea of modules is helpful, at times opportunities might be lost to help students make connections (e.g. how might AAC be a tool utilized after FBA analysis).\n\n","interface_rating":5,"interface_review":"The text is very easy to navigate.  All of the links worked well.","grammatical_rating":4,"grammatical_review":"No grammatical errors were noted.","cultural_rating":4,"cultural_review":"The text is not culturally insensitive and appears culturally neutral.","overall_rating":9,"overall_review":"An interesting approach.  It is well-balanced—informative, but not heavy. ","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":3002,"first_name":"Staci","last_name":"Zimmerman","position":"Adjunct Professor","institution_name":"Metropolitan State University of Denver","comprehensiveness_rating":5,"comprehensiveness_review":"The comprehensiveness of this textbook provides many areas of Autism Spectrum Disorders.  It identifies the continuum of supports for people with ASD, in areas of instruction and behavioral needs.  It provides the challenges within the classroom, home, and community. The text provides effective instruction, strategies, for student-centered services.   The text explains the need for assistive technology to support students with ASD.  \r\n\r\n","accuracy_rating":5,"accuracy_review":"The content of the text is accurate and no errors.  The content is clear and well-supported.  There is no bias.","relevance_rating":5,"relevance_review":"The content is relevant and current.  As the numbers of students with ASD increase, it is important to keep current with classroom strategies, supports, and instruction, which is supported within the content of the text. Information about technology is important and that is relevant. Information about data collection is helpful for the reader to understand the necessary importance of progress monitoring. \r\n\r\n","clarity_rating":5,"clarity_review":"The text is clear and supports behavioral and instructional strategies. Terms are defined early in the text, which is helpful.\r\n\r\n","consistency_rating":5,"consistency_review":"The text is consistent and supports inclusive instructional practices and behavioral instruction. The general flow of the text was well-written and easy to follow. ","modularity_rating":5,"modularity_review":"The flow of the book supports the chapters supporting more information. \r\nThe length of the chapters is not too long and easy to follow along. Each chapter has its relevance.\r\n","organization_rating":5,"organization_review":"The topics in the text are presented in a logical, clear, concise fashion.  The chapters flow well and is well-organized.  ","interface_rating":5,"interface_review":"The text is easy to navigate and is not distracting to the reader. All examples were clear and well-thought out. \r\n\r\n","grammatical_rating":5,"grammatical_review":"The textbook contains no grammatical errors.","cultural_rating":5,"cultural_review":"The text respects cultural diversity.","overall_rating":10,"overall_review":"I enjoyed this book as another resource for special education.  There are practical applications, providing behavioral and instructional strategies. This text should be used as a supplemental resource, and not as the main text for a class. The text has great information.","created_at":"2019-06-19T20:41:18.000-05:00","updated_at":"2019-06-19T20:41:18.000-05:00"},{"id":3343,"first_name":"Courtney","last_name":"Karasinski","position":"Associate Professor \u0026 Program Director of the MS in Speech-Language Pathology","institution_name":"Grand Valley State University","comprehensiveness_rating":4,"comprehensiveness_review":"This book provides a thorough guide for developing an individualized curriculum for individuals with disabilities. It might benefit from a table of contents and an index to aid the reader in finding information. The guiding principles in Chapter 1 were particularly well-stated and provided a solid framework for the subsequent chapters. A number of tools were provided that will benefit students as they begin to work with individuals with disabilities. ","accuracy_rating":5,"accuracy_review":"The information in this book was accurate, error-free, and unbiased. Person-first language was used consistently throughout the book. A positive attitude toward individuals with disabilities, their families, and educators was conveyed. High-quality research support was included for the practices discussed.","relevance_rating":5,"relevance_review":"The content is current and fits well within current evidence-based practices for educating individuals with disabilities. The chapter on accessibility will be one that requires updating as technology advances, but these updates should be relatively simple to make. The step-by-step guides in this chapter, with pictures, will be useful for students. Similarly, Chapter 6: Using Content Acquisition Podcasts...\" may need some updating as technology advances and research on technology in the classroom advances, but these updates will be relatively simple to make.","clarity_rating":5,"clarity_review":"This textbook is clearly written and terms which may be unfamiliar to some readers are clearly defined. This textbook was written for students in the field of special education, but my speech-language pathology students also will be able to understand the content due to the clarity of writing. ","consistency_rating":5,"consistency_review":"The framework and terminology of this textbook is consistent. Although the chapters were written by different authors, they fit together well.","modularity_rating":5,"modularity_review":"I appreciate the modularity of this text, and could envision myself assigning different chapters in different courses. Each chapter could stand alone and still be easily comprehended by the reader.","organization_rating":5,"organization_review":"The organization of the topics is easy to follow. A table of contents would be beneficial, but the order of the chapters and the content within each chapter works well.","interface_rating":5,"interface_review":"There were no interface issues. The figures were clear and helpful.","grammatical_rating":5,"grammatical_review":"The text contained no grammatical errors and used a good variety of sentence structures that were neither overly complex nor overly simplistic. ","cultural_rating":5,"cultural_review":"There was no cultural insensitivity. Individuals with disabilities were treated in a positive, respectful manner, and there were no offensive statements regarding cultural or linguistic diversity.","overall_rating":10,"overall_review":"This textbook is well-written and would be a valuable resources for students in a variety of professions. For example, I plan to use this book with my speech-language pathology students. The checklists included will be useful resources for students as they complete their education and venture into the workplace. ","created_at":"2019-12-03T13:48:23.000-06:00","updated_at":"2019-12-03T13:48:23.000-06:00"},{"id":3596,"first_name":"Jennifer","last_name":"McFarland-Whisman","position":"Assistant Professor/BCBA","institution_name":"Marshall University","comprehensiveness_rating":3,"comprehensiveness_review":"The textbook does not cover all potential topics that one would expect for a course on curriculum and instruction; however, it does provide a solid overview of guiding principles, applied behavior analysis, and function-based interventions.  The text provides a refreshing perspective on how to include families and individuals with disabilities in the educational process through a discussion of person-centered planning and self-determination in the initial chapter.  There are links to additional resources, including helpful videos, in each chapter; however, some of the links are not functional and need to be updated.  \r\nGiven that the textbook includes a reference to learners with autism in the title, I was expecting more information connecting the topics covered to autism spectrum disorder (ASD).  Adding background information on the learning characteristics of students with ASD, how each topic relates to teaching this unique population, and case study descriptions would strengthen the textbook.   The chapters on AAC,  iOS 8 accessibility, and CAPS cover important topics and could be expanded to include a discussion of other tools/protocols special education teachers might need to best teach their students. For example, the chapter on iOS 8 accessibility could broadly focus on the use of technology to assist special education students in accessing the general education curriculum, and then provide resources such as the information on iOS 8 accessibility and CAPS as an attachment or link.  \r\n","accuracy_rating":4,"accuracy_review":"The content is accurate and does not have any glaring errors.    While the focus of the textbook is narrow, especially as it relates to approaches to teaching (e.g., MODELER) and tools (Apple iOS 8), it does not imply that these are the only tools available to teachers.  Links to outside information are provided in each chapter for those interested in pursuing other approaches.  ","relevance_rating":4,"relevance_review":"The textbook provides information relevant to today's classroom and can easily be modified to keep the material up-to-date.  Updates to the chapter on iOS 8 accessibility may have to be made frequently since technology is ever evolving.  As mentioned above, rather than focusing on one particular device, this chapter could be strengthened if it focused on how technology can be used to make the curriculum more accessible to students with disabilities in general.   The authors also have not made a clear connection between the content and why the topics discussed pertain to students with ASD.","clarity_rating":4,"clarity_review":"The textbook is written in a way that is accessible to college students.  Technical terms are defined and explained within the text.  A glossary would further assist students who might not be familiar with specific terminology.  ","consistency_rating":3,"consistency_review":"In general, the textbook appears to be written on the same reading level throughout; however, there are inconsistencies in how chapters are structured.  The first chapter could serve as a model for subsequent chapters as it is written in a straightforward, structured manner. This chapter includes a summary statement and main points at the beginning and a conclusion at the end.  The chapter on AACs and iOs 8 accessibility would benefit most from following this format.","modularity_rating":4,"modularity_review":"All of the chapters contain an adequate number of subheadings to break up text into manageable sections.  Topics addressed within each chapter appear to flow well and are logically arranged.  ","organization_rating":4,"organization_review":"Chapters are organized in a logical manner and flow well.  Transitions between the chapters on guiding principles, principles of ABA, and function-based interventions are strong.   The chapters on AAC, iOS accessibility, and CAPs would be strengthened by following a similar format.","interface_rating":4,"interface_review":"It is easy to navigate the textbook and the charts/figures provide useful information and are simple to read.  The authors provided sample data forms which are particularly useful for special educators. The videos enhanced the textbook by providing “real world” examples for students.  Some links to resources are not working and need to be updated or deleted from the text.","grammatical_rating":4,"grammatical_review":"There are no major grammatical errors and the textbook appears to have been edited prior to being published.","cultural_rating":4,"cultural_review":"The textbook was written in a way that is sensitive to individuals with disabilities, providing a discussion of the importance of including students with disabilities as active participants in their education.   It is apparent that attention was paid to using person-first language throughout the textbook.  It would be beneficial to provide some case studies as examples for pre-service teachers.  The case studies should pay particular attention to including multiple narratives that portray students with disabilities from a variety of cultural, racial, and ethnic backgrounds.","overall_rating":8,"overall_review":"I think this textbook has the potential to be a useful resource for those teaching special education courses once it is expanded to cover more topics, contains clearer connection to ASD, and includes the addition of case studies.  I am considering incorporating the chapters on guiding principles, applied behavior analysis, and function-based interventions in my courses but feel I would have to provide further information about connecting the material to teaching students with ASD.  I would be interested in adding other materials from this book into my courses should new chapters, incorporating provided feedback, be written in the future. ","created_at":"2020-02-28T09:54:57.000-06:00","updated_at":"2020-02-28T09:54:57.000-06:00"},{"id":33800,"first_name":"Almara","last_name":"Hutchinson","position":"Assistant Professor","institution_name":"West Virginia University","comprehensiveness_rating":3,"comprehensiveness_review":"The text looks at a few strategies in each chapter and expands upon each in a very brief, surface level way. In order to strengthen the book's comprehensiveness, each chapter should focus on a more broad overview of the intended strategy and then dive further into 2-3 of the mentioned strategies. I have analyzed each chapter (in the my suggested order under \"organization,\") for comprehensiveness: \r\n\r\nChapter 1: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs: This chapter is fairly comprehensive. To further strengthen this chapter, provide a brief overview of what each chapter will look at in the book. Also, define which type of population would benefit most from these strategies. If the text intends to provide strategies primarily for students with ASD, then this should be explicitly stated. If the text intends to imply that all strategies are effective for students with disabilities(SWD), then that needs to be made more clear. \r\n\r\nChapter 2: Principles of Applied Behavior Analysis to Teach: This chapter was quite comprehensive and provided a broad look at Applied Behavioral Analysis (ABA) and how to utilize this approach to improve student learning outcomes. The brief case study at the end could be modified to allow the reader to check their understanding of the material. For instance, the case could be truncated to present the problem to the reader, then allow the reader to think critically about how to \"solve\" the case and appropriately respond. The next page could define the \"ideal\" way to use ABA in the given case study. This could continue with an additional short case study to strengthen the comprehensiveness of this chapter. \r\n\r\nChapter 3: Developing Function-based Interventions: This chapter was very comprehensive and the charts/diagrams matched those that would be realistically utilized in a school setting for an IEP/ER/RR. \r\n\r\nChapter 4: Naturalistic AAC Communication Intervention: To increase the comprehensiveness of this chapter, Janice Light's areas of communicative competence could be explained, or at least defined with a reference for the reader to access more information. Touching on how to address these areas with an AAC device may also be beneficial. This could be accomplished with the addition of a case study. \r\n\r\nChapter 5: iOS 8 Accessibility: To improve the comprehensiveness of this chapter, the chapter should be reworked to look at several aspects of technology, how this relates to AAC, and how technology can be utilized to assist a variety of different learners. \r\n\r\nChapter 6: Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers: This chapter comprehensively looks at one strategy (i.e., CAPs). To increase comprehensiveness, a more brief view of CAPs could be provided with resources that include the details. Further, 2-3 additional strategies could be explained. \r\n\r\nChapter 7: With the addition of a seventh chapter, this would allow the reader to digest how to utilize all aforementioned strategies with a few case studies. The case studies could be presented to the reader with questions to help guide the reader's reflection. Next, the text could present the \"ideal\" way to handle the case and assist the student in their academic and behavioral objectives.","accuracy_rating":4,"accuracy_review":"The content written in the text was accurate when it was written in 2014. Chapter 5 on iOS8 was accurate and relevant at the time of publishing; however, this information is no longer accurate for current iOS devices. Apart from Chapter 5, the other chapters appear accurate and relevant. As noted in another review's review the book's scope of learning is small and there are few curriculums/strategies described; however the descriptions are still fairly accurate.","relevance_rating":2,"relevance_review":"The text presents many resources that are outdated and not able to be utilized. There are several links throughout each chapter that do not work. Consider the following breakdown: \r\nCh. 1: 6/11 links are usable\r\nCh. 2: 2/9 links are usable (The link on page 27 is incorrectly entered and leads the viewer to an inappropriate website)\r\nCh. 3: 0/1 links are usable\r\nCh. 4: 0/6 links are usable\r\nCh. 5: 0/4 links are usable\r\nCh. 6: 5/10 links are usable \r\n\r\nCh. 5 which refers to iOS8 Accessibility was relevant when the chapter was written (i.e., 2014); however, this information is now outdated. When attempting to replicate some of the directions on my own iOS device, the instructions did not match the visuals I was viewing on my device. Currently, the most recent iOS is iOS 15.4.1 resulting in the chapter's information being obsolete. \r\n\r\nThe text could be strengthened by updating the links for consideration and updating Ch. 5 to match the current iOS capabilities. However, the authors may consider updating Ch. 5 in a way that does not specify how to work a certain operating system but rather provides an overall look at different types of technology and their ability to help SWD.","clarity_rating":4,"clarity_review":"The written text is clear throughout. The rating of 4 indicates that there are some areas where jargon could be reduced or explained further for the reader. The text and vocabulary are generally easy to read and understand throughout each chapter. In Chapter 3, there are some areas that refer to jargon that are undefined. For instance, \"backward chaining\" is mentioned but not defined and could be considered confusing or unclear to a student reader. One way to remedy this situation may be to include a glossary with important terms. This would prevent certain terms from having to be explained in each chapter and create more clarity for a students in higher education.","consistency_rating":4,"consistency_review":"In terms of terminology the text is internally consistent; however, some chapters refer more to students with ASD and some refer more to SWD. The chapters also follow different structural formats. The first chapter is very well structured and has a nice introduction and summary. The chapter on AAC is written very differently from the writer's point of view and includes anecdotal evidence, whereas the other chapters do not include this type of evidence. To improve consistency, a standardized structure for writing each chapter should be defined for each guest author.","modularity_rating":4,"modularity_review":"The text is easily and readily divisible into smaller reading sections throughout each chapter. Enormous blocks of text without subheadings are generally avoided throughout the text. The way the chapters are organized as a whole decreases the modularity overall. Overall, topics within each chapter flow well; however, chapters seem to operate independently and topics throughout the entire text do not flow well into each other.","organization_rating":1,"organization_review":"The chapters are organized in the following manner: \r\nChapter 1: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs\r\nChapter 2: Naturalistic AAC Communication Intervention\r\nChapter 3: Principles of Applied Behavior Analysis to Teach\r\nChapter 4: Developing Function-based Interventions\r\nChapter 5: iOS 8 Accessibility\r\nChapter 6: Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers\r\n\r\nEach chapter is written by a different author with a different style of organization. When reading the text, this makes each chapter feel as though it is its own separate entity, rather than being a chapter which strengthens the overall message of the text. \r\n\r\nSuggestions for strengthening the organization throughout the text include: \r\n1. Determine a standardized way of writing each chapter and have all authors abide by this standardization. For example, Chapter's 1 \u0026 2, start by offering references/figures/models that are embedded within the text and allow the reader to view the visual directly after reading the explanation. In Chapter's 3-6, there's a mixture of embedding visuals/diagrams and including the visuals at the end of the chapter, only. Consider embedding all visuals to increase ease of understanding and reference for the reader. \r\n\r\n2. Present information in a more logical manner. For example, each chapter reads as its own separate entity. The chapters are written differently, organized differently and there is a lack of \"flow\" throughout the book itself. This could be remedied by providing a transitional page or explanation that helps the reader understand the purpose of the next chapter and how it relates to the previous chapter, and book as a whole.\r\n\r\n3. Reorganize the chapters within the text and add an additional chapter for cohesiveness: \r\nChapter 1: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs\r\nChapter 2: Principles of Applied Behavior Analysis to Teach\r\nChapter 3: Developing Function-based Interventions\r\nChapter 4: Naturalistic AAC Communication Intervention (Include more information in this chapter about communication for SWD)\r\nChapter 5: iOS 8 Accessibility (Rework this Chapter to include various types of devices and relate this to AAC)\r\nChapter 6: Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers (Consider focusing on more than one learning strategy (e.g., CAPs) and provide a more broad introduction for approximately 3 learning strategies.)\r\nChapter 7: Add a chapter here, that summarizes all information and provides 1-2 case studies that demonstrate how to integrate the information in the previous chapters. \r\n\r\nAs a final note, it should also be determined whether the text is focusing on SWD as a whole, or students with ASD. The title eludes to ASD, however, this is mentioned in Ch. 1 and the AAC chapter and then seldomly mentioned throughout.","interface_rating":2,"interface_review":"See notes under \"relevance\" for specific details regarding the interface issues. There are various interface issues throughout the text. Approximately 69% of the included links are not usable. Some of the visuals and diagrams are presented at the end of the chapter which makes it difficult for the reader to refer to the diagram, then refer back to the text discussing the diagram.","grammatical_rating":4,"grammatical_review":"In Chapter 6 there are a few grammatical errors and formatting issues. These are very minor and do not impact the reader's view of the text as a whole. Overall the writing is technical, yet easy to read and appropriate for a college student level.","cultural_rating":4,"cultural_review":"As a whole, the text is culturally relevant. Examples provided are inclusive of a variety of races, ethnicities, and backgrounds. Examples of photos/videos often show caucasian students; however, there are few video examples in general, so it is difficult to say this alone would make the text insensitive. Names used in examples appear to be comprehensive of multiple races, ethnicities, and backgrounds (though not all are included).","overall_rating":6,"overall_review":"The purpose of this book is to provide current, pertinent, and practical information and resources for future special educators. With the way the book is currently written, I don't believe this goal was accomplished. There are several modifications that need to be made prior to utilizing this text in its entirety. \r\nIn order to improve the text's organization and relevance the chapters need to be reworked and additions/deletions should be made. As it is now, I could see each chapter being considered its own small \"vignette\" lesson for students to read after listening to a more broad lecture and if given multiple additional resources. Overall, the text has promising potential but the chapters do not work together to form a text that's cohesive and comprehensive. If the framework is expanded to include a standardized organization, additional strategies, more case studies, a summarizing final chapter, and relevant/current links to resources, this open educational resource will be much more beneficial and I would be more likely to utilize it/recommend others utilize it in the classroom.","created_at":"2022-04-21T17:20:23.000-05:00","updated_at":"2022-04-21T17:20:23.000-05:00"},{"id":34012,"first_name":"Meera","last_name":"Mehtaji","position":"Assistant Professor","institution_name":"Virginia Commonwealth University","comprehensiveness_rating":3,"comprehensiveness_review":"This textbook has several key components of the curriculum and Instructional design for students with Autism. However, it is not comprehensive, and the content is limited in serving students with significant needs. I liked that the authors had links to some EBP resources to provide additional details and strategies. This book cannot be used as the only textbook for a class, but chapters can serve as reading materials, with additional supplemental resources or lecture notes. The textbook dives straight into the principles of providing instruction. However, there needs to be a section or introduction to define what the authors mean by \"Individuals with complex needs.\"","accuracy_rating":3,"accuracy_review":"Authors curate the chapters with significant knowledge and skill in their areas. Changes in the field and an increase in EBP and teaching strategy are missing in the book in 2015. There is a need to update the content and broaden this textbook's scope.","relevance_rating":3,"relevance_review":"Some chapters provide good introductory concepts that are essential for basic understanding. However, this textbook needs to be updated to incorporate current teaching practices.","clarity_rating":3,"clarity_review":"I wish the textbook had an index and used headings and subheadings to organize the chapter. Some content and concepts can be easily missed, as they are not highlighted in the chapters and can be skipped by readers unfamiliar with the content.","consistency_rating":2,"consistency_review":"This textbook is more like a compilation of pre-reviewed or in-press articles, and thus, the cohesion looks forced.","modularity_rating":2,"modularity_review":"I wish the book had more subheadings and key terms were clarified and explained in greater detail.","organization_rating":2,"organization_review":"The chapters jump and make it challenging to teach instructional planning step-by-step. It does have several components required for instructional planning, but it is difficult for novice readers to connect.","interface_rating":2,"interface_review":"It does not have an index or glossary, and some links do not work. However, several embedded videos are good for explanation.","grammatical_rating":4,"grammatical_review":"Clean copy for reading.","cultural_rating":2,"cultural_review":"Does not discuss DEI.","overall_rating":5,"overall_review":"This book is a good starting point for open source textbooks in instructional planning for students with disabilities. It needs to be updated, and additional chapters may help make it more comprehensive.","created_at":"2022-09-01T10:24:28.000-05:00","updated_at":"2022-09-01T10:24:28.000-05:00"},{"id":34029,"first_name":"Serra","last_name":"De Arment","position":"Associate Professor","institution_name":"Virginia Commonwealth University","comprehensiveness_rating":3,"comprehensiveness_review":"The subject of individualizing curriculum and instructional design for students with disabilities is quite vast, and while this text provides a good deal of information across each of 6 chapters, readers/users would benefit from further curricular and instructional resources to supplement this text.","accuracy_rating":4,"accuracy_review":"Contributing authors provide accurate information throughout the text, given what would have been current empirical evidence and current technology-based applications at the time of publication. Use of research citations throughout, bolstered by hyperlinked video exemplars or visuals (tables, figures, and other images) further supports this evaluation. Revising the text to update research evidence, fix broken web-links, and update iOS Accessibility information (chapter 5) would boost content accuracy for current readers.","relevance_rating":4,"relevance_review":"Overall, the content of this text is very relevant to the work of supporting students with disabilities. At the time of this review (2022), relevance is affected by the passage of time since the text's publication. This text was originally published in 2015, but has since been updated in 2018 according to the copyright page (page 2). Updates are not explicitly identified by the editors/authors, but it appears that no updated citations were added in the intervening years. Web-links provided across chapters are frequently broken, and thus not usable for readers. In some instances (chapter 2), links to YouTube videos block access to content that is now deemed \"private\" or videos have been deleted altogether (chapter 5). Chapter 5, while comprehensive in presenting the accessibility features of iOS which was current at the time of original publication (2015) needs updating to align with current iOS versions and would benefit from similar content being explained for Android-based devices and perhaps Google-based apps. Technology has taken on a new, more ubiquitous and flexible role in educational contexts given the COVID-19 pandemic and without checking this text's publication year, it is readily evident it is pre-pandemic.","clarity_rating":4,"clarity_review":"This text is likely most suitable for college/graduate students within teacher preparation programs in special education as some language and concepts are technical in nature and might not be readily understood without background knowledge or experience. (For example, the special education law, IDEA, is mentioned briefly by acronym only in chapter 6 which implies that the reader would already have strong knowledge of the law.) In-service or provisionally/conditionally licensed special educators might also find this text to be accessible given real-time experience working with students with disabilities. Though there were stylistic differences among authors, each chapter was written with clarity.","consistency_rating":3,"consistency_review":"Chapter 1 sets the stage for the text, using the phrase \"individuals with complex support needs\" then later simplifying to \"individuals with disabilities\" or \"IWD\". Other chapters focus more specifically on students with autism spectrum disorder (chapters 2 and 3) while chapter 6 is again more general, describing one particular instructional strategy for use with \"students with disabilities\". Contributing authors are not consistent in the style and organization of chapters, with some writing from a personal rather than third-person standpoint, some providing clear chapter objectives and summaries and others not. While all chapters included supplemental visuals to break up sections of text, placement of these was inconsistent (embedded in-line with text vs. in an end-of-chapter appendix). Overall, each chapter stands more on its own than in tight cohesion with the others, though there is some cohesion among chapters for general concepts (e.g., universal design is mentioned in chapters 1, 2, and 5).","modularity_rating":3,"modularity_review":"Chapters in this text could readily stand-alone as assigned readings. Noticeably missing are a table of contents and index of key terms  which would help support modularity and student/reader navigation across the text.","organization_rating":3,"organization_review":"Chapter 1 is clearly introductory and presents a framework that could easily set up an organizational structure for the five chapters that follow. However, chapter 1 does not directly reference those chapters, nor do chapters 2-6 refer back explicitly to the framework established in chapter 1. Each chapter feels isolated from the others. The text would benefit from a concluding chapter that ties all chapters back together in line with the text's overall purpose and points readers to what's next in their learning about curriculum and instructional support for individuals with disabilities. General organizational features across chapters (figures, tables, examples, etc.) are effective and support each chapter's internal organization.","interface_rating":4,"interface_review":"Text, figures, images, and tables are displayed in a format that is accessible, and the text is available to view online or in a downloadable PDF format. Many web-links are broken, which presents an interface issue. Hyperlinks spelled out in full rather than embedded directly in meaningful text make the reading experience a bit clunky and would likely sound clunky via a screen-reader or PDF reader. Users of this text who have disabilities themselves might find some accessibility issues and a future update should saliently address accessibility via this lens.","grammatical_rating":4,"grammatical_review":"There are a few minor errors throughout the text but these are not distracting for the reader nor do they negatively affect the text's readability.","cultural_rating":2,"cultural_review":"Cultural relevance is not explicit in this text and any inclusivity across race, ethnicity, and background appears more incidental than intentional on the part of the authors.","overall_rating":7,"overall_review":"This text's use of a Creative Commons Attribution-NonCommercial 4.0 International license is one of its greatest strengths because readers and others have the opportunity to not only share the material in any format but to also adapt, remix, transform, and build upon the material. Opportunities are endless to take this material and make it relevant and up-to-date in other open educational resources (OER). I see this text as valuable well beyond the SPED 510 course for which it appears it was originally intended. I also appreciate the editors' efforts as trailblazers in open educational resources the field of special education teacher preparation where even in 2022 so few open-access textbooks exist.","created_at":"2022-09-05T23:58:07.000-05:00","updated_at":"2022-09-05T23:58:07.000-05:00"},{"id":34184,"first_name":"Janet","last_name":"Smith","position":"Assistant Professor","institution_name":"University of Saint Francis","comprehensiveness_rating":4,"comprehensiveness_review":"This textbook provides an overview of many areas of curriculum and instruction for students. Content including environment, behavior, instruction and technology. The information provides a survey of the key aspects of design. The text lacks an effective index yet provides an extensive reference list within each chapter.","accuracy_rating":4,"accuracy_review":"This textbook provides error-free and unbiased information for instructional planning.  Due to the continued updating of technology, the information is outdated for technology programming.","relevance_rating":4,"relevance_review":"This textbook provides a framework for curriculum design that will always be effective.  The technology information, although outdated, is very relevant. The tools will update but the framework and idea of the tools will remain relevant. The text provides link to sources that may become outdated but are very useful and relevant.","clarity_rating":5,"clarity_review":"The text is clearly written and easy to follow.  The text provides graphics that allow the reader to further understand the information.  Tools are available within the text that provide a guide and are immediately useable.","consistency_rating":5,"consistency_review":"The text provides a continuum of terminology and framework.","modularity_rating":5,"modularity_review":"The text is manageable and divided into teachable sections.  Each chapter is easily transferable into course content units.","organization_rating":4,"organization_review":"The text is clearly presented although lacks an index of easy to find information.","interface_rating":4,"interface_review":"The text provides links to outside sources.  The images are clearly placed within the text.  The tables are accessible and transferable.","grammatical_rating":5,"grammatical_review":"The text is presented with minimal grammatical errors.","cultural_rating":5,"cultural_review":"The text is written in person first format, recognizing the unique needs of all students.","overall_rating":9,"overall_review":null,"created_at":"2022-11-23T09:53:56.000-06:00","updated_at":"2022-11-23T09:53:56.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/comprehensive-individualized-curriculum-and-instructional-design-curriculum-and-instruction-for-students-with-developmental-disabilities-autism-spectrum-disorders","updated_at":"2025-12-15T02:31:28.000-06:00"},{"id":356,"title":"Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe","edition_statement":null,"volume":null,"copyright_year":2008,"isbn10":null,"isbn13":null,"license":"Attribution-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries.","contributors":[{"id":3841,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Sandy","middle_name":null,"last_name":"Hirtz","location":null,"background_text":""},{"id":3842,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"David","middle_name":"G.","last_name":"Harper","location":"Harvard Medical School","background_text":"David G. Harper, PhD, is the associate director for research for the Division of Geriatric Psychiatry at McLean Hospital. He is also an assistant professor in psychology in the Department of Psychiatry at Harvard Medical School. Dr. Harper’s research focuses on the behavioral symptoms of neurodegenerative illnesses. He is author of numerous journal articles and has presented national and internationally on this topic."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":267,"url":"http://oasis.col.org/handle/11599/52","year":null,"created_at":"2018-09-07T12:22:38.000-05:00","updated_at":"2018-09-07T12:22:38.000-05:00","name":"BCcampus"}],"formats":[{"id":447,"type":"PDF","url":"http://oasis.col.org/bitstream/handle/11599/52/Education_for_a_Digital_World.pdf?sequence=1\u0026isAllowed=y","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":10,"reviews":[{"id":945,"first_name":"Carrie","last_name":"Lewis Miller","position":"Instructional Designer and Adjunct Faculty","institution_name":"Minnesota State University, Mankato","comprehensiveness_rating":5,"comprehensiveness_review":"This book is very comprehensive, touching on all of the major aspects of eLearning through the lens of instructional design.  The chapters are laid out and grouped in a logical manner that provide a good sense of digital tools and teaching.  This book also provides a unique perspective on this topic by brining in global perspectives.","accuracy_rating":3,"accuracy_review":"This text appears to be accurate and error-free.  The basics of instructional design and eLearning design are well-represented.  I do think some of the chapters focus too much on specific outdated technologies (NetSupport and WebQuery in Chapter 14, Multiply in Chapter 27).  Many of the screen shots show images of Office 2003 products - I think when advising about technology it would be good to have more recent examples.  The assessment and evaluation chapter, in my opinion, focuses too narrowly on specific strategies and not enough on what assessment and evaluation are, considering they are very distinct practices in instructional design.  There are out of date references to instructional design standards (ASTD is now ATD).","relevance_rating":3,"relevance_review":"When referring to any technology, it is very easy to get out of date quickly.  But this text identifies recent trends and issues that are currently relevant in the field like game-based learning and teaching with social media.  Some of the specific tools are out of date though as are some of the images (myspace!).  Particularly in regards to social media and current technology tools, I feel that it is important to be as up-to-date as possible.  I do think this book is written is such a way that updates and substitutions would be fairly easy to make.  ","clarity_rating":5,"clarity_review":"This text is written very well by a variety of contributors.  Examples, tips, and case studies are included in many of the chapters.  Key concepts are explained and usually illustrated by examples, diagrams, etc. ","consistency_rating":4,"consistency_review":"This text is very consistent in layout and content.  Terms are consistently used and each chapter has a general outline that it seems to follow.  I like the tips and guidelines section of Chapter 6 and would like to see that framework extended to other chapters.","modularity_rating":5,"modularity_review":"This text is easily divisible into sections and chapters based on how it was set up.  There are multiple chapters that could be pulled out and used independently of the text as a whole.  Each chapter is also easily divisible and the headings and sections make them easy to read.  ","organization_rating":5,"organization_review":"All topics in this text are presented in a logical, straightforward manner.  The organization makes it easy to find topics and chapters.  ","interface_rating":5,"interface_review":"The text has no interface issues and displays correctly.  There is nothing in the text that would confuse or distract the reader.","grammatical_rating":5,"grammatical_review":"No grammatical errors were evident.","cultural_rating":4,"cultural_review":"The intent of this text is to give an overview of instructional technologies globally.  As such, the content of the chapters and the examples used are very culturally relevant.  I cannot speak to how current all of the examples are, however.","overall_rating":9,"overall_review":"This is a great text overall.  It flows well and is logically organized and comprehensive.  I think if some of the technologies and images were updated, it would be an extremely useful text for any eLearning class.","created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":984,"first_name":"Dev","last_name":"Bose","position":"Assistant Professor","institution_name":"University of Arizona","comprehensiveness_rating":5,"comprehensiveness_review":"The book covers a wide array of topics relating to online education. The first part provides a broad background of readings related to instructional technologies. Some of the sections in the second part, which covers preparation of online courses, could likely fit in the previous section, but do fit well in this area as well. The next two parts of the books, implementation and action, are also closely related, but differ in that part three focuses on theoretical constructions of online education (with an eye towards praxis) while part four delves into more applied aspects. The final section bookends the readings from part one while at the same time providing researchers with helpful topics to explore. For example, online collaboration and social media use are explained at length in two chapters here.  \n\nWhile there was no overall index or glossary in the book, the chapter abstracts appearing before the introductions will help readers to select from areas that will be most useful for their needs. Each chapter includes a glossary of terms.  \n","accuracy_rating":5,"accuracy_review":"Topics are accurately covered throughout the textbook. For example, the chapter on accessibility and universal design explores the history of Section 508 before delving into the various aspects of UDL needed to ensure that a course meets the needs of various learners. The chapter on general principles of instructional design covers the need for instructors to align objectives with learning activities. Case studies, such as the chapter on linking students between Canada and Ghana, explore how researchers conducted studies and presented data according to the methods utilized, bearing in mind that such studies were accurate in context while exploring possibilities for replication. \n","relevance_rating":5,"relevance_review":"Online education is a difficult topic to write about in terms of relevance and longevity, since the technology changes on an almost daily basis. The key to conducting research in this area is exploring how technology changes to fit the needs of learners, instructors, and policymakers. In that sense, this book does a great job with making sure that researchers can utilize the material presented in this book for an extended period of time. For example, we know already know that social media is here to stay. So rather than focusing on specific applications as they pertain simply to 2017, the chapter on social media instead explores the impact of social media on adult language learners before delving into best practice and theories of online pedagogy. Most readers should find the content in this book relatively easy to implement in their own work. \n","clarity_rating":5,"clarity_review":"The text is written in clear, accessible language. It is apparent that the editorial team worked closely with the contributors, and with one another, to make sure that readers would get a book that is easy to follow. Each chapter effectively makes use of jargon in a way that introduces readers to key concepts while at the same time maintains attention. Whenever needed, graphics are used to enhance the textual interface. For example, the chapter on social media goes so far as to break down Bloom’s original taxonomy with Anderson’s revised taxonomy by including a handy chart of reliable verbs for ease of reading. \n","consistency_rating":5,"consistency_review":"Each chapter begins with a graphic that shows the overview of the topic. References are hyperlinked, and upon checking several links, these worked and provided useful information beyond the scope of the chapters. Glossed terms appearing at the end of every chapter allowed me to recall content without having to read through multiple times. Each chapter starts with a section on Learning Outcomes, which allows readers to hone in on the information they need to understand the content.\n","modularity_rating":5,"modularity_review":"My favorite part of “picking up” this book was that each chapter was hyperlinked from the table of contents! It would have been even more helpful, though, if a link to the Table of Contents (and perhaps to the beginning of each major section) appeared at the start and end of each chapter, allowing for greater accessibility. Nevertheless, I always found myself being able to easily skim each chapter for information, which was due to the existence of headings and subheadings. At no point did I find the text to be overly self-referential; contributors in this book were carefully selected to provide information that would be useful for readers interested in the topic of online education. For example, the chapter on emerging technologies begins with a solidly-written history of the Internet and cites appropriate sources, including Ross Mayfield and Tim O’Reilly, keeping discussion as on-point and objective as possible. \n","organization_rating":5,"organization_review":"As a typical anthology, it makes sense that the book is organized the way it is. The book starts and ends on theoretical concepts related to online education. Case studies, instructional design models, and topics specific to individual contexts constitute the middle three sections of the book. For example, the chapter on e-learning standards studies how learning objectives vary across specific circumstances, such as the Aviation Industry CBT Committee (AICC),Sharable Courseware Object Reference Model (SCORM), and the IMS Global Learning Consortium (IMS).\n\n","interface_rating":5,"interface_review":"Each chapter starts with a section on Learning Outcomes, which allows readers to hone in on the information they need to understand the content. Therefore, it is relatively easy to read through more than a few chapters in one sitting. After having checked each chapter from the linkable table of contents, I didn’t find any errors related to navigation problems. Blank pages at the end of every chapter made it easy to view content from this book on the sidebar of a PDF reader. \n","grammatical_rating":5,"grammatical_review":"After spending roughly 6 hours reading this book, I didn’t locate any grammatical errors.  \n","cultural_rating":5,"cultural_review":"This book explored the topic of online education from a variety of perspectives. It was nice to see such a well-rounded text on studies related to a topic that I am particularly interested in reading about in my own work. \n","overall_rating":10,"overall_review":"As someone who is always looking for up to date texts on online education, both for conducting academic researching as well as for applying that research towards pedagogy and curriculum, I can say that this textbook was a pleasant find. It was great to see that online education has so many places to go in terms of extending what we already know to be true in face to face education in a variety of arenas, including how the Internet works, to the role of adult language learners, to the usefulness of building communities of practice. \n","created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":1185,"first_name":"Seth","last_name":"Leibowitz","position":"Instructor","institution_name":"Virginia Commonwealth University","comprehensiveness_rating":4,"comprehensiveness_review":"Education for a Digital World while not covering every issue associated with on-line education explores a wide range of issues and practical considerations for educators. The textbook presents a balance of practical issues to consider (i.e,course management software and various applications), legal issues (i.e, copyright) and big picture / theoretical issues. (i.e., teaching to different learning styles and ethical considerations in providing consistent, educational opportunities across cultures and geographic regions).","accuracy_rating":5,"accuracy_review":"Material is accurate with relevant sources cited.","relevance_rating":3,"relevance_review":"Education for a Digital World was published in 2008.  Due to incredible growth of learning technologies since 2008, some educators might consider using a textbook published more recently. Surprisingly, most of the chapters provided helpful insight to delivering effective on-line education.  In almost all of the chapters, authors discuss ways educators can use hardware and software still available and widely in use. Most relevant were the chapters covering practical issues like planning and assessment as these techniques are essential for any learning environment. Chapter 27, covering social media for adult online learners and educators was less relevant as the popularity and current practical uses of sites such as twitter and facebook present challenges and opportunities for educators that did not emerge at the time this chapter was written.  To keep the textl relevant, it is recommended authors update and add chapters to cover technologies such as the flipped classroom and virtual reality.","clarity_rating":5,"clarity_review":"Concepts are expressed clearly through the textbook.","consistency_rating":4,"consistency_review":"Each chapter is written by a different author. As a result, writing styles, prospective, content, and structure vary from chapter to chapter. Given the diversity of issues covered, length, and detail provided in each chapter most readers will gravitate towards specific chapters relevant for individual learning or teaching goals. The textbook opens with helpful summaries of each chapter. Each chapter begins by presenting learning outcomes and a chapter summary and concludes with glossary of terms and references.","modularity_rating":4,"modularity_review":"Education for  Digital World is a comprehensive resource for a department providing resources to future educators or educators, new to on-line instruction and digital course management. Each chapter is written for a particular audience and presents opportunities for focused discussion, research, and class projects. Instructors teaching semester based courses to future educators will likely focus on key chapters as opposed to the entire textbook. For example, educators wanting to explore how to use various software applications in their classrooms are likely focus on chapter 22 and 23, computer based resources for learning and on-line games.  Administrators wanting to explore how to implement on-line learning in a school or school system are likely to focus on chapters 17 and 18, E-Learning Standards and Leadership and E-learning Change Processes for Implementing Educational Technologies","organization_rating":5,"organization_review":"The textbook is organized into five major parts, with each part containing four to five relevant chapters focusing on the broader themes.  The five major parts, Impact of instructional technologies, preparing on-line courses, implementing technologies, e-learning in action, and engagement and communication take the reader through the process of creating on-line instruction and leaves the reader with many relevant examples and issues to consider","interface_rating":4,"interface_review":"Learners navigate through the textbook using acrobat reader. The bookmarks feature in acrobat reader is essential to navigating through the text and the content of each chapter. Each chapter opens with an animated graphic to inform the reader of the chapter’s main focus. The glossary of terms is helpful to review prior to reading each chapter.","grammatical_rating":5,"grammatical_review":"Textbook is free from incorrect spelling, punctuation, run on sentences, ect.","cultural_rating":4,"cultural_review":"On-line learning technologies have changed and broadened the fundamental barrier and norms of communication across cultures and societies, in particular between instructors and students and within student groups. Each chapter’s authors does an outstanding job of forecasting these changes and guiding educators to change their fundamental roles from leaders of the educational process to facilitators. Chapter 19, Building Communities of Effective Practice, is focused on the impact of technology on team based learning and points out how effective practices positively motivates and holds accountable all learners to have a stake in the process. Other chapters present helpful advice on making on-line learning accessible to learners with disabilities and learners possessing a wide range of learning styles.","overall_rating":9,"overall_review":null,"created_at":"2017-04-11T19:00:00.000-05:00","updated_at":"2017-04-11T19:00:00.000-05:00"},{"id":1212,"first_name":"Diane","last_name":"Wilcox","position":"Professor","institution_name":"James Madison University","comprehensiveness_rating":4,"comprehensiveness_review":"Education for a Digital World is comprehensive in its coverage of educational technology. The edited book format provides the breadth and depth of coverage one would expect in a book on this topic. The book would be useful for either undergraduate or graduate courses that address how to use technology effectively in education. It differs from other educational technology textbooks in that it does not focus on how to use specific technology tools to create educational materials, but instead deals with larger philosophical issues of technology use in education and the theory, design principles, and processes one would consider when implementing educational technology. The book is divided into 5 major sections that cover: the impact of technology on education, how to design and develop online instruction, issues and standards related to implementing technology, e-learning, and ways to engage and communicate with online learners. The features that made the book particularly useful were the learning outcomes at the beginning of each chapter, the glossaries, the lists of references, the links to websites, tips, appendices, and case studies. Because the book was published in 2008, it does not cover some of more current educational technology topics, such as microlearning and virtual reality. It would be nice to see the book updated to include these topics.","accuracy_rating":4,"accuracy_review":"The book’s content appears accurate, error-free and unbiased. There is still little empirical evidence for the existence of learning styles, so it would be important to note this in the chapters that mention this topic. The chapter on instructional design could be improved by including information on the history of ISD and information on more recent instructional design models. The chapter on assessment and evaluation could be improved by addressing how to align assessment methods with instructional methods, rather than how to use specific software to create a quiz.","relevance_rating":4,"relevance_review":"Given the publication date of 2008, Educational for a Digital World is remarkably current. There are a few chapters where the focus on specific technologies (such as the chapter on Assessment and Evaluation and the one on Social Media) makes them less useful, as they are somewhat dated. Overall, the book addresses issues related to conceptualizing, planning, and implementing educational technology, rather than how to use specific instructional software to create educational materials. Consequently, the book has maintained currency despite the 2008 publication date. This book would be very useful as an instructional text when paired with software-specific instruction (how to use current software applications to create technology-based instruction).","clarity_rating":5,"clarity_review":"Educational for a Digital World is clearly written, easy to read, contains accessible prose, and provides glossaries of terms to address technical terms that may be unfamiliar to the reader. Many of the chapters effectively use graphic images to explain the text, while others do not use visual images at all. It would be nice to see more consistency in the use of visuals throughout the book as research indicates that visual images, when used effectively, may impact learning and retention.","consistency_rating":5,"consistency_review":"The book is consistent in framework and terminology, even though it is an edited book with chapters written by different authors. The book is easy to read and use as each chapter contains the same sections and formatting.","modularity_rating":5,"modularity_review":"Educational for a Digital World is a collection of self-contained chapters that cover independent topics. As the chapter topics are unrelated to each other, the book design is naturally more modular. This means that readers do not need to follow a linear process when navigating the text, and that they can read the chapters in any order. Within each chapter, the content is organized into predictable segments (learning outcomes, introduction, chapter content, references, student questions, appendices, and glossaries) that have been subdivided with headings and subheadings. The organization of the chapters into articulated smaller segments makes the chapter content easy to scan, navigate, and read.","organization_rating":5,"organization_review":"Education for a Digital World was well structured and easy to use. The book opened with a table of contents where the chapters were arranged into 5 logically organized sections. Immediately following the table of contents, abstracts were provided for each chapter. Following the abstracts, the chapters were arranged into 5 logically organized sections that made the book easy to read.","interface_rating":4,"interface_review":"Overall, the book’s interface was easy to use. The only feature that presented any difficulty was the 2-column format of the book. In trying to read the PDF on a MacBook Air, it was necessary to scroll both up and down to read a single page. This was inconvenient, as impeded the flow of reading. It would have been easier to read and navigate the PDF on a small computer screen if the pages were a single column, rather than a 2-column format.","grammatical_rating":5,"grammatical_review":"There did not appear to be grammatical errors in the book.","cultural_rating":4,"cultural_review":"Educational for a Digital World is culturally relevant and would be useful in planning educational technology interventions for a range of learners from a variety of backgrounds. There were no culturally insensitive references (or images) apparent in the book. The content of the book would be useful to an audience interested in planning and using educational technology interventions on a global scale (as in a multinational company), or to an audience interested in designing educational technology interventions for a variety of learners in a multicultural setting.","overall_rating":9,"overall_review":"Educational for a Digital World would make a good companion text in a course where students must understand larger technology implementation issues while also learning how to use current software applications to create technology-based instruction. The sections on Preparing Online Courses, Implementing Technology, and E-Learning in Action would be especially useful in a technology course where students are required to design and develop technology-based educational interventions.","created_at":"2017-06-20T19:00:00.000-05:00","updated_at":"2017-06-20T19:00:00.000-05:00"},{"id":1559,"first_name":"Dana","last_name":"Brackney","position":"Assistant Professor","institution_name":"Appalachian State University","comprehensiveness_rating":5,"comprehensiveness_review":"This textbook is very comprehensive. It provides global context for digital education","accuracy_rating":5,"accuracy_review":"The content was accurate and did not show bias.","relevance_rating":4,"relevance_review":"The content was appropriate but was not up to date. The digital world is constantly changing. Many of the references are prior to 2005. Approximately 75% of the links I chose to explore had expired.","clarity_rating":5,"clarity_review":"The text was well written. A strength of the book was its inclusion of a glossary with each chapter.","consistency_rating":5,"consistency_review":"The text is internally consistent with some overlapping content in chapters.","modularity_rating":5,"modularity_review":"I was able to select about 17 of the 31 chapters that I believe will easily meet the needs of my course.","organization_rating":5,"organization_review":"The topics are logical and topically collected.","interface_rating":2,"interface_review":"I did not find the display helpful. The use of a two column layout made it challenging to read in a digital format. This seemed especially odd for a text on digital education. In addition many of the links no longer work.","grammatical_rating":4,"grammatical_review":"There are a few misspellings' They for there. waises? for waste. The text was generally in an active voice and well written","cultural_rating":5,"cultural_review":"The  text included cultural case examples in two chapters, discussed diversity, universal design and learner differences.","overall_rating":9,"overall_review":"I am looking forward to  using this text in my course. I will advise my students to use key  terms from the text to search for their own external resources as many of the links were no longer active. The text provides a good historical, theoretical and practical knowledge base for the use of technology in education. The sections on the use  of simulation could be further developed as this application of technology  in education has developed significantly since the writing of this book. Thank you for the use of this excellent resource.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1676,"first_name":"Lilian","last_name":"Baeza-Mendoza","position":"Associate Director, Spanish Language Program","institution_name":"American University","comprehensiveness_rating":5,"comprehensiveness_review":"Education for a Digital World is a thought-provoking book that gives the reader a comprehensive view of the impact of technology in education. The book is divided into five different sections, covering topics such as the impact of instructional technologies to engagement and communication using new technologies, such as blogs and wikis. The target audience for the book is faculty, staff, and school administrators that experience the impact of technology in education firsthand, both in and out of the classroom. However, this book can be equally effective for students, as it gives an overview of the use of technology in the classroom, as well as a display of different perspectives for this impact around the world. The structure of the book reinforces its larger argument, which is an analysis of how education is changing because of digitalization. Although some of its five parts could be re-arranged to provide a pattern of organization that goes from general ideas about technology to more specific tips and ideas to implement in the classroom, the book in its entirety gives a comprehensive view of how technology is changing education. \n","accuracy_rating":5,"accuracy_review":"The book covers a wide range of perspectives, and it documents empirical results. The book complements some ideas by some clear and complete charts, so the reader can see the differences in teaching approaches. For example, Chapter 31 (“Looking forward: Stories of Practice”), offers a useful chart to illustrate the differences between online instruction, facilitated instruction, blended instruction, and studio-based instruction. \n","relevance_rating":4,"relevance_review":"This book effectively describes how technology has emerged as a powerful tool in education. Although some information about social media is slightly outdated, this book provides a good overview of tools for online teaching. For example, in “Tools for Online Engagement and Communication,” the author analyses the use of blogs as a teaching tool, and it provides clear and useful instructions of how to incorporate this tool into your own teaching methodology. \n\n","clarity_rating":5,"clarity_review":"This book is easy to read, and it exposes the reader to a rich set of technology terms, so it is a good reference.\n","consistency_rating":5,"consistency_review":"Although this book is divided into several chapters and topics, it remains focused on giving the reader an overview of education in a digital world. Having learning outcomes at the beginning of each chapter is effective, and it allows the reader to feel like an active participant in the discussion, and not just a spectator. \n","modularity_rating":4,"modularity_review":"It is always a challenge to attempt to have a modular approach when writing a book, but this book’s design shows that there is an effort to separate some components so that the reader can easily select the information they would like to explore further. Having a list of websites listed at the end of several of the chapters is a good idea. Perhaps having a master list of links at the end of the textbook may be helpful as well. \n","organization_rating":5,"organization_review":"This book is well-structured and organized, and the use of simple vocabulary allows the reader to understand and quickly grasp the main ideas.\n","interface_rating":5,"interface_review":"I did not encounter any issues related to interface.\n","grammatical_rating":5,"grammatical_review":"I did not see any grammatical errors.\n","cultural_rating":5,"cultural_review":"The topic of online education is a quick-growing and evolving field, and this book is effective in showing how technology has affected the way we learn and educate. It provides a good summary of guidelines and effective practices.\n","overall_rating":10,"overall_review":"Overall, this book is clear, organized, and engaging. I am glad I picked it, and I will use it as a reference as I continue developing online, hybrid language courses for my students.\n","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1791,"first_name":"Victoria","last_name":"Raish","position":"Assistant Librarian","institution_name":"Penn State University ","comprehensiveness_rating":3,"comprehensiveness_review":"This is an edited book so there is no index or glossary but there are references at the end of each chapter. One really nice piece of the book is that the abstracts for each chapter are listed at the beginning of the book. The chapters cover a broad range of online learning and they are connected to the chapters so when you click the title it takes you to the chapter. In terms of the content covered, there is good coverage but definitely missing the global perspective being clearly defined and it is a hodgepodge of chapters - there is not a consistent message thread throughout them. ","accuracy_rating":5,"accuracy_review":"The material seems to be fairly accurate but it is outdated and when the topic is global eLearning, change is occurring rapidly. Also, I don't agree with evaluating a book for being unbiased - EVERYTHING has bias. ","relevance_rating":3,"relevance_review":"The text is organized effectively and I think could be updated easily. One change I would make is that there are SEVERAL references linked. It is more than likely that these references will break so they should all be updated with a perma CC link in addition to the link listed. ","clarity_rating":4,"clarity_review":"The first chapter of the book has several very helpful definitions and this alleviates jargon experienced later. The book has great headers, is formatted well and has limited pictures. There are also learning outcomes for each chapter. It would be quite helpful if the end of every chapter rehashed these learning outcomes. ","consistency_rating":5,"consistency_review":"Yes! There is extreme consistency in terminology across the framework and each section has its own introduction. ","modularity_rating":3,"modularity_review":"Yes, the book has good modularity in terms of headings and clear identification of what is located within but the organization is different than other books around this topic. For example, the book does not group things into geographic regions which the title infers. It seems to follow the sequence of course development but then part 5 overlaps with part 3 and part 1. ","organization_rating":4,"organization_review":"There is good flow within individual chapters but not within the book as a whole. For example, there is a chapter on building communities of practice which seems to fit in engagement and communication but is placed in implementing technology. ","interface_rating":5,"interface_review":"Yes, the book looks great in that regard. The images are useful but obviously PDFs have accessibility issues so those people who need that would need to use a different version. ","grammatical_rating":5,"grammatical_review":"There were no obvious grammatical errors and the readability was good but I am not a grammatical expert so there could be some mistakes. ","cultural_rating":5,"cultural_review":"I think this book does a great job in terms of diversity because there are examples from multiple countries with e-learning but I would prefer a more indigenous take on impacts of eLearning on local cultures. ","overall_rating":8,"overall_review":"There is really good content in the book although it is definitely outdated by this point. It needs to be updated and some of the suggestions I made above would really help. For example, in the media selection chapter the most recent citation is 2004 which is obviously not where media selections are at currently. \nAccess to the internet, etc. also changed significantly since that point.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":1830,"first_name":"George","last_name":"Robinson","position":"Learning Technologist","institution_name":"University of Sussex","comprehensiveness_rating":1,"comprehensiveness_review":"The text overall covers a lot of ground regarding digital education covering everything from LMS systems to gamification. There is a focus on the pedagogical application of a large variety of technologies and the text looks at how and why these technologies should be used backed up with strong educational theory and a large number of case studies and references. \n\nThe text strikes a good balance between the practical and theoretical applications of digital technologies, for example some chapters offer very practical advice for the creation of e-learning content including instructional design considerations and accessibility concerns or choose to cover the issues of copyright, but then there's also chapters looking at more theoretical and abstract issues such as how to form identity for learnings within an online education system.\n\nClear learning outcomes are provided at the start of each chapter and the chapters text closely follow these learning outcomes enabling readers to begin each chapter knowing what they should have got out of it by the end. Each also chapter contains a glossary of terms used within its respective chapter. These glossaries are comprehensive and cover a vast range of concepts and technical terms.\n","accuracy_rating":4,"accuracy_review":"Content appears to be very accurate, all claims are backed up with evidence and examples which are clearly referenced. While a wide variety of topics are covered they all manage to have relevant knowledge \n\nOne slight falling is that learning styles are referred to multiple times throughout the text, learning styles are considered contentious and often misinterpreted as they seem to have been within this text.  \n","relevance_rating":4,"relevance_review":"The content does cite certain examples of tools and services for certain areas such as blogs. Given the pace of technological innovation and change its highly possible many of these tools and services will become quickly outdated which would be a worry for any educator reading the text at a later date.\n\nNo cited studies or references are from after 2008 and again given the huge jump in technological innovation in the last nine years and the knock on effect this has had on the world of education there are perhaps some gaps to current digital education trends such as virtual reality and artificial intelligence. Chapter 22 does devote some space to topics such as virtual reality but mentions that it's a risky technology to engage with due to the limited software and expertise. This has obviously changed over the last five years or will likely change more in the future as these emerging technologies become more relevant so there is the risk of the text becoming vastly outdated as time goes on. \n\nHowever a large amount of the content focuses on general digital educational tactics, problems, theories and solutions which can be applied to general applications of technology rather than being limited to specific tools or applications and in this case enables it to stay relevant. \n","clarity_rating":4,"clarity_review":"Prose is very readable and accessible, any technical terms appear to be clearly explained and defined as and when they appear. There is a glossary of terms at the end of each chapter which is very useful for clarification purposes. The content is consistently engaging, being neither too dry nor too informal in tone. \n\nThere are frequent diagrams and illustrations in the majority of chapters that help to illustrate certain key concepts in a strong visual manner. However there are a few chapters that seem devoid of any visual imagery, multimodality is important and I feel these chapters would benefit from the inclusion of more images. \n","consistency_rating":5,"consistency_review":"All chapters are laid out and formatted in the same consistent manner with an introduction, learning objectives, glossary and summary. This makes for very easy reading and once you become familiar with the format it means you know where to find relevant information such as being able to know immediately that there'll be a glossary at the end you can skip to if there's a term or concept you're unfamiliar with. \n","modularity_rating":5,"modularity_review":"Each section within the text works well on its own due to each chapter being written by a separate author and whilst chapters within a section all build upon each other in relation to that sections theme they could easily be used on their own without losing much comprehension. This is due to factors such as each chapter having its own self contained introduction, learning outcomes and glossary. \n\nI have personally provided certain isolated chapters of the text to colleagues such as chapter fifteen which revolves around copyright and they’ve found it helpful as a stand alone resources despite that chapter being divorced from the main text.\n","organization_rating":5,"organization_review":"The book is divided into five parts each covering a relevant area of digital education and each part contains a number of chapters, these were well grouped and organised around central themes such as ‘Engagement and Communication’ . There is a section near the start of the text which provides separate abstracts for each chapter.\n\nEach chapter is organized in a similar manner that introduces the topic and explains some of its context and concepts before looking at how best to engage with the topic backed up with case studies and examples.  \n\nAll combined I found the structure made the text very easy to follow and read and enabled it to flow well as a singular text despite each chapter being written by a separate author.\n","interface_rating":5,"interface_review":"The interface is consistently clear with no distortion of charts or images I could see. Navigation from the contents page is easy with content header sections being clickable to take you through to the relevant section. References are hyperlinked allowing easy access to the referenced sources.","grammatical_rating":5,"grammatical_review":"After a number of hours reading the text several times I did not encounter any grammatical errors. Punctuation, spelling, tenses etc. all seem excellent. ","cultural_rating":5,"cultural_review":"\nThe book did not contain any culturally insensitive or offensive images or descriptions. Examples used are all very culturally neutral and attempt to teach the reader how to apply technologies on a global scale. There are chapters devoted to considering the possibilities of digital education in developing countries and the challenges that may arise such as lack of infrastructure and how this can be addressed through solutions such as engaging with more mobile technologies.  \n\nThe book as a whole is written in a way that encourages the reader to think about diversity and accessibility, for example chapter 4 in part one is entirely about addressing diversity in the design of online courses. At many points throughout the text tolerance and respect for all learners is addressed.\n","overall_rating":9,"overall_review":"Overall I was very impressed by the sheer scope of this text in trying to cover nearly every aspect of digital education. I would definitely recommend this to anyone with an interest in the pedagogical applications of technology.  ","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":2327,"first_name":"Jill","last_name":"Channing","position":"Assistant Professor","institution_name":"East Tennessee State University","comprehensiveness_rating":5,"comprehensiveness_review":"The text covers a variety of topics from diverse perspectives such as challenges involving online education, quality assurance issues, and effective design and communication strategies. ","accuracy_rating":5,"accuracy_review":"The content is accurate and provides a great overview of issues in online education. ","relevance_rating":4,"relevance_review":"The text is somewhat dated at this point since its initial publication in 2008. Something to consider are the improvements made in learning management systems, especially in the last decade.","clarity_rating":5,"clarity_review":"The text is written through selections from various authors; despite this, each piece is clearly organized and is written in accessible prose that could be useful to experienced and beginning online educators.","consistency_rating":4,"consistency_review":"For the most part, there is consistency. The books is written by various authors whose experiences and terminology may differ somewhat due to their perspectives from diverse places in the world.","modularity_rating":5,"modularity_review":"The organization of this book is one of its strengths. The text covers instructional technology, online course design, technology implementation, and specific online communication and engagement strategies.","organization_rating":5,"organization_review":"The topics are presented in a clear way. The different sections make much sense for the topic. All the major points are covered such as design, communication, quality assurance, and technologies.","interface_rating":5,"interface_review":"There are no interface issues. It is easily navigable. ","grammatical_rating":5,"grammatical_review":"The text is free from grammatical errors.","cultural_rating":5,"cultural_review":"The text actually presents diverse perspectives in order to address cultural issues in e-learning. This is what is unique and interesting about this text! ","overall_rating":10,"overall_review":"This is an excellent overview of distance education issues from a global perspective. The text covers all important e-learning topics such as technologies, communication and design strategies, global perspectives in e-learning, and e-learning engagement.","created_at":"2018-10-07T11:30:13.000-05:00","updated_at":"2018-10-07T11:30:13.000-05:00"},{"id":4831,"first_name":"Dustin","last_name":"Bailey","position":"Head of Educator Preparation","institution_name":"Hanover College","comprehensiveness_rating":5,"comprehensiveness_review":"Hirtz addresses what has become common practice within a global pandemic.  The text centralizes the purposeful establishment of a clear philosophy within construction first, unlike many who address tools and suggestions after, which leave educators grappling to figure out why they do what they do.","accuracy_rating":5,"accuracy_review":"This text provides an accurate assessment of the needs of e-learning from a global perspective.","relevance_rating":4,"relevance_review":"This text is extremely relevant in our current world.  As with many technologies, it is ever-evolving, but this text framework is most current.","clarity_rating":5,"clarity_review":"The text includes an easy to read format, organized around a framework for addressing technology proactively.","consistency_rating":5,"consistency_review":"This text is circular in that it begins with perspective, then moves into creation, and culminates with reflection---a system that is essential for educators.","modularity_rating":4,"modularity_review":"This text brings topics together, but does allow for a division around various independent elements, such as universal design. This is most helpful when assigning topics to a course.","organization_rating":4,"organization_review":"The text appears to present topics in a logical flow, a circular fashion that mirrors how most courses operate.","interface_rating":5,"interface_review":"The text's interface appears clear and includes no issues.","grammatical_rating":5,"grammatical_review":"No grammatical errors!","cultural_rating":5,"cultural_review":"Very culturally relevant.  I appreciated the global perspective!","overall_rating":9,"overall_review":"This is a strong text relevant to today's changing world.  Aside from a pandemic, I would use this text to interconnect diverse perspectives along with important creation elements such as universal design and thinking purposefully about one's moral compass while creating lessons.","created_at":"2021-04-23T09:43:53.000-05:00","updated_at":"2021-04-23T09:43:53.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/education-for-a-digital-world-advice-guidelines-and-effective-practice-from-around-globe","updated_at":"2025-12-15T02:02:35.000-06:00"},{"id":655,"title":"Guía Para Realizar Textos Abiertos Con Estudiantes","edition_statement":null,"volume":null,"copyright_year":2017,"isbn10":null,"isbn13":null,"license":"Attribution-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"¿Qué es la pedagogía abierta? ¿Cómo la están poniendo en práctica los profesores en sus aulas para construir textos abiertos y otros recursos educativos abiertos? ¿Cuáles son las ventajas de la pedagogía abierta? Esta sección responde a estas preguntas y proporciona ideas para trabajar dentro de las estructuras de enseñanza existentes para introducir la pedagogía abierta en sus clases.","contributors":[{"id":4771,"contribution":"Editor","primary":false,"corporate":false,"title":null,"first_name":"Elizabeth","middle_name":null,"last_name":"Mays","location":null,"background_text":"Elizabeth Mays"},{"id":5069,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Robin","middle_name":null,"last_name":"DeRosa","location":"Plymouth State University","background_text":"Robin DeRosa, Plymouth State University"},{"id":5070,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Rajiv","middle_name":null,"last_name":"Jhangiani","location":"Kwantlen Polytechnic University","background_text":"Rajiv Jhangiani, Kwantlen Polytechnic University"}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":634,"url":"http://openbooks.biblioteca.ucv.cl/?page_id=110","year":null,"created_at":"2019-01-24T12:22:56.000-06:00","updated_at":"2020-08-30T14:16:33.000-05:00","name":"Pontificia Universidad Católica de Valparaíso"}],"formats":[{"id":1128,"type":"Online","url":"http://openbooks.biblioteca.ucv.cl/?page_id=110#wppdf-modal-326","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1129,"type":"PDF","url":"http://openbooks.biblioteca.ucv.cl/wp-content/uploads/2018/09/Guia_para_realizar_textos_abiertos_con_estudiantes_s.pdf","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4","textbook_reviews_count":2,"reviews":[{"id":2589,"first_name":"Elisabet","last_name":"Sena-Martin","position":"Assistant Provost","institution_name":"Oakland City University","comprehensiveness_rating":4,"comprehensiveness_review":"The book covers an emerging topic, which makes it hard to judge whether the textbook covers all areas and ideas of the subject appropriately. However, in a similar way it can be considered pioneering work in an area (open book resources and pedagogy) very much in need of exploration. Currently the book does not have an index or glossary. ","accuracy_rating":4,"accuracy_review":"The text is mostly error free, although I found a typo on p.8. The Spanish prose is very easy to understand. ","relevance_rating":5,"relevance_review":"This content seems up-to-date, especially as it deals with an emerging topic. Updates would be relatively easy and straightforward to implement.","clarity_rating":5,"clarity_review":"The book is written in accessible prose, with some jargon/terminology used. It would be helpful to add a glossary to define technical terms because the topic (open pedagogy and educational resources) is rather new so terms are not common knowledge for many audiences.","consistency_rating":5,"consistency_review":"Terminology and framework are consistent throughout the book. ","modularity_rating":5,"modularity_review":"Very nice breakdown of key sections and chapters. Some chapters seem to serve as introductory sections for other chapters, and this seems unclear. For example, Chapter 8 seems like it is just a category header for Chapters 9 - 11.","organization_rating":4,"organization_review":"The topics in the text are presented logically, although some chapters function as section sub-headers rather than chapters. However, this organizational feature is consistent throughout the book so readers will quickly figure out how to navigate it. Future versions of the text should probably address this concern. It would be helpful if chapter numbers were included in the Table of Contents.","interface_rating":5,"interface_review":"The text reads well, without distortions and other display features that could distract of confuse the reader. It may have been useful to include process flowcharts in some sections to highlight key ideas.","grammatical_rating":5,"grammatical_review":"No grammar errors were found on this version of the text.","cultural_rating":5,"cultural_review":"The text is not culturally insensitive or offensive. It highlights participatory pedagogical approaches which showcase respect for students, a population not usually presented as agents and co-creators of textbook content. ","overall_rating":9,"overall_review":null,"created_at":"2019-02-26T20:52:41.000-06:00","updated_at":"2019-02-26T20:52:41.000-06:00"},{"id":3058,"first_name":"Juan Garcia","last_name":"Oyervides","position":"Graduate Student","institution_name":"CU Boulder","comprehensiveness_rating":4,"comprehensiveness_review":"El texto provee una serie de casos basados en universidades angloamericanas pero que podrían adaptarse a otros formatos de clase en América latina. También se presenta una pequeña introducción y discusión sobre los conceptos clave del libro como pedagogía abierta.","accuracy_rating":3,"accuracy_review":"Es claro que el texto está en construcción. A lo largo del libro se presentan algunas aclaraciones sobre cómo será mejorado este producto. Sin embargo, dado que se trata de una traducción, no es claro que está edición en español será actualizada conforme lo sea la versión original.","relevance_rating":2,"relevance_review":"El libro presenta una complicación importante debido a que los capítulos están basados en proyectos que estaban inconclusos al momento de la publicación. Si estos han sido completados o no, no queda claro que eso tendría un reflejo en esta versión.","clarity_rating":3,"clarity_review":"El texto es claro y la traducción es acertada. El problema con este libro es que la descripción de cada proyecto es inconsistente. Algunos capítulos tienen buenas y claras explicaciones y otros no.","consistency_rating":2,"consistency_review":"Cómo dije anteriormente, la inconsistencia es uno de los mayores problemas con este libro.","modularity_rating":5,"modularity_review":"Dado que cada capítulo presenta un nuevo proyecto, este libro puede ser seccionado sin problemas.","organization_rating":3,"organization_review":"No hay un claro desarrollo en el libro pero esto parece ser intencional.","interface_rating":5,"interface_review":"El formato PDF no refleja ningún problema de legibilidad.","grammatical_rating":5,"grammatical_review":"La traducción no presenta problemas de estilo o gramaticales.","cultural_rating":4,"cultural_review":"Aunque el libro no es ofensivo en ningún momento, hay oportunidades pérdidas para incluir temas de diversidad e inclusión étnica, específicamente en el caso de la literatura latinoamericana.","overall_rating":7,"overall_review":null,"created_at":"2019-02-06T18:06:17.000-06:00","updated_at":"2019-07-01T12:58:58.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/guia-para-realizar-textos-abiertos-con-estudiantes","updated_at":"2025-12-15T02:13:23.000-06:00"},{"id":810,"title":"Introduction to Curriculum for Early Childhood Education","edition_statement":null,"volume":null,"copyright_year":2018,"isbn10":null,"isbn13":null,"license":"Attribution","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: Developing curriculum through the planning cycle Theories that inform what we know about how children learn and the best ways for teachers to support learning The three components of developmentally appropriate practice Importance and value of play and intentional teaching Different models of curriculum Process of lesson planning (documenting planned experiences for children) Physical, temporal, and social environments that set the stage for children’s learning Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. Planning for preschool-aged children in specific domains including Physical development Language and literacy Math Science Creative (the visual and performing arts) Diversity (social science and history) Health and safety How curriculum planning for infants and toddlers is different from planning for older children Supporting school-aged children’s learning and development in out-of-school time through curriculum planning Making children’s learning visible through documentation and assessment","contributors":[{"id":5086,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Jennifer","middle_name":null,"last_name":"Paris","location":"College of the Canyons","background_text":"Jennifer Paris"},{"id":5087,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Kristin","middle_name":null,"last_name":"Beeve","location":"College of the Canyons","background_text":"Kristin Beeve"},{"id":5088,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Clint","middle_name":null,"last_name":"Springer","location":"College of the Canyons","background_text":"Clint Springer"}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":57,"name":"Early Childhood","parent_subject_id":5,"call_number":"LB1139.2","visible_textbooks_count":16,"url":"https://staging.open.umn.edu/opentextbooks/subjects/early-childhood"}],"publishers":[{"id":789,"url":"https://drive.google.com/file/d/1CG-nXzs4xzTMBl32HbYcdtbRhiW1Z1YD/view","year":2019,"created_at":"2020-02-29T18:00:20.000-06:00","updated_at":"2020-12-14T17:08:12.000-06:00","name":"College of the Canyons"}],"formats":[{"id":1393,"type":"PDF","url":"https://drive.google.com/file/d/1CG-nXzs4xzTMBl32HbYcdtbRhiW1Z1YD/view","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":16,"reviews":[{"id":3703,"first_name":"Holly","last_name":"McCartney","position":"Professor","institution_name":"James Madison University","comprehensiveness_rating":4,"comprehensiveness_review":"The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary.\r\nResponse:  The book does cover the subject well, however there is no index or glossary.","accuracy_rating":5,"accuracy_review":"Content is accurate, error-free and unbiased.","relevance_rating":5,"relevance_review":"Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement.  Some sources are from 2000 but still relevant today.","clarity_rating":5,"clarity_review":"The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used.  I found the text easy to read with no jargon un explained.","consistency_rating":5,"consistency_review":"The text is internally consistent in terms of terminology and framework. This text is very consistent in layout and framework – very easy to navigate","modularity_rating":5,"modularity_review":"The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader.\r\nResponse: All of the above were noted in this text.  Photos provide additional breaks in readings and there are “pause and reflect” questions for the reader to consider. Vignettes also offer readers opportunities to apply and clarify what is in the chapter.","organization_rating":5,"organization_review":"Well organized by chapters \u0026 headings.","interface_rating":5,"interface_review":"The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader. I did not find any interface issues or concerns.","grammatical_rating":5,"grammatical_review":"The text contains no grammatical errors, at least none that I could find in my reading.","cultural_rating":5,"cultural_review":"The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds.  All examples, photos and vignettes were diverse in the text.","overall_rating":10,"overall_review":"One major omission:\r\nI could not find a glossary or index anywhere in the text.  In text citations had no references to refer to either.","created_at":"2020-04-04T14:26:12.000-05:00","updated_at":"2020-04-04T14:26:12.000-05:00"},{"id":3839,"first_name":"Jacquelynne","last_name":"Chase","position":"Assistant Professor of Elementary and Early Childhood Education","institution_name":"Bridgewater State University","comprehensiveness_rating":4,"comprehensiveness_review":"Comprehensiveness was overall strong, but there were some areas that I felt should have been explored with more depth. For example, approaching social justice topics and those that are deemed “uncomfortable” that small children often times ask were not fully addressed. I would recommend supplementing this book with \"Black Ants and Buddhists: Thinking Critically and Teaching Differently in the Primary Grades\" by Mary Cowhey to fully address social justice education in the early childhood grades. I think that more about home-school partnerships would have benefitted this text as well. What about the role of home visits?","accuracy_rating":5,"accuracy_review":"After reviewing this text, it was clear to me that the information presented was accurate. I did not disagree with any of the statements that were made. In addition, the citations that were throughout the text substantiated the claims satisfactorily. I greatly appreciated the balanced perspective the authors provided by including the work of many different development and education theorists. From Piaget, to Dewey, there was satisfactory breadth. One point for consideration is while intentional teaching methods is highlighted, I think that unintentional teaching should also be highlighted. There are a myriad of implicitly learned skills that children learn while participating in their explicit learning experiences. Implicit learning could be a great way to then discuss inquiry-based learning.","relevance_rating":4,"relevance_review":"Relevance was achieved in this text as the citations were well-connected. Also, the sources used to compile the information presented were all fairly recent. I appreciate that when citations that were not within the past few years were seminal pieces that have not been recreated due to their high regard in the field. With the increase of educational research on the importance of social justice education and multicultural understandings, I saw this as an area that hinders its relevance. In addition, as I am writing this review in the middle of the Covid-19 pandemic, I would be remiss if I did not also mention that technology is not emphasized more with specific resource options and parental recommendations to continue the learning at home. If a future teacher is reading this text and they need to teach remotely, I have to wonder if this text helps with the remote teaching mind-set. This isn't to say that the author could have anticipated the widespread need to teach remotely, but future in-class usage should pose these questions to think beyond the text.","clarity_rating":5,"clarity_review":"I was impressed by the writing style in this textbook because I found it incredibly approachable and clear. The complex ideas pertaining to cognitive development were delineated and I was able to read through dense topics with ease. I think students would benefit from this writing style.","consistency_rating":5,"consistency_review":"I would consider this text to be consistent in how it presents information. The writing did not show any biases and provided balanced perspective throughout. The language used throughout was academic and did not include colloquial phrasing consistently throughout it. With an introductory text like this, it is essential to offer consistent terminology usage to reinforce students' understandings of such terms to increase their comfort and familiarity with using the terms correctly.","modularity_rating":4,"modularity_review":"Modularity was an area of improvement for this text. Some topics needed more detail and others needed less to be more even. This would have, in turn, supported the organizational structure of the text. For example, section 2 that was about setting the stage for play did not integrate the routine and expectations practice that is a major portion of \"the first six weeks of school\" that many schools use as a standard. Behavioral expectations and routine should be further highlighted. One area that there was a great deal of information that may have offered too much depth was health and safety. Arguably, this could be integrated thought the book as health and safety need to be considered in all aspects of early child hood education. The order of the topics covered built upon one another appropriately, however.","organization_rating":5,"organization_review":"The organization of this book, as mentioned in regard to the modularity, is appropriate. The ideas build upon one another from chapter to chapter. Th chapters also nicely refer to ideas presented early in the text to further reinforce understanding. For example, to fully understand the importance of the learning environment and play-based learning, as discussed in sections 2 and 3, the reader has to have a full understanding of theoretical implications, as outlined in part 1.","interface_rating":5,"interface_review":"Interface was approachable and eye-catching. It was not overwhelming. The amount of images was appropriate. They supported the information and each served an ample purpose.","grammatical_rating":5,"grammatical_review":"Grammatical errors were not present to me. As previously mentioned, the writing style of clear and cohesive.","cultural_rating":2,"cultural_review":"Cultural relevance was a final area that I think warrants revision. I think that bringing in cultural implications may add to the well-roundedness of this text. As previously mentioned, the text would benefit from multicultural education and social justice education recommendations. Since Dewey is mentioned as a seminal theorist, his work is an ideal connection to helping shape future citizens through the democratizing of education. Future citizens need to foster multicultural understandings and it is integral that the process begins in their most influential years: early childhood.","overall_rating":9,"overall_review":"I think that this text would make a great course text for an introductory-level course on early childhood education. If the students have taken a course in development of educational psychology, they may find the theoretical portion repetitive, but it serves as a helpful refresher. This text could be used as a foundational text for a course, but to provide ample insight into early childhood education, I would recommend the instructor use supplementary readings to fill in the lacking areas outlined in my review, like multicultural education and social justice education.","created_at":"2020-05-27T09:46:25.000-05:00","updated_at":"2020-05-27T09:46:25.000-05:00"},{"id":4063,"first_name":"Maureen","last_name":"Provost","position":"Associate Professor of Early Childhood and Elementary Education","institution_name":"Mount Wachusett Community College","comprehensiveness_rating":4,"comprehensiveness_review":"The text covers most areas and ideas of the subject appropriately. Although NAEYC was referenced throughout, they have a new position statement on equity. Race, poverty, social inequities, and the importance of teaching these topics in early childhood needs to be integrated in the text. The text does not have an effective index/glossary. Additionally, at the bottom of each page it would be helpful to write which content area is being covered. For example, in chapter 10 which covers Science add Ch. 10 and the word Science at the bottom of the page.","accuracy_rating":5,"accuracy_review":"The content presented in the text is error free, unbiased, cited,and backed with solid research.","relevance_rating":4,"relevance_review":"Some of the information is and will be important to the field of early education forever, such as theories, theorists, and child development. Brain research, AAP recommendations for media usage, ways to embed diversity, and trauma informed care were not adequately covered nor up to date. It is essential especially during this moment in history that we adhere to what we know is best for children. Although our students will be learning remotely, and are reaching out to families virtually, they need to be sure that parents/families understand the harm of too much media exposure.Although family involvement was mentioned at the end of each chapter in section IV, knowing that parents are children's first teachers and the importance of community involvement in early childhood education there should be a chapter dedicated to this topic.","clarity_rating":4,"clarity_review":"The writing was clear, full of examples both with graphics, webs, charts, and photos. The language was appropriate for the context. Again, for any student that may struggle, such as an  English Language Learner, a glossary of terms may be useful.","consistency_rating":5,"consistency_review":"The framework for each section is consistent. Students will enjoy this easy to follow format. A strength of the text is that each section and chapter began with objectives and an introduction. This format was followed throughout.","modularity_rating":5,"modularity_review":"For the most part the text could be easily and readily divisible into smaller reading sections. The vignettes and reflection boxes could be used as an assignment within themselves. The questions and scenarios posed would lead to further reflection by students.","organization_rating":4,"organization_review":"Section IV: Infants should be discussed before toddlers, then preschoolers, and finally school age children. As a reader, and instructor I struggled with the order of this section in the text. The remaining topics are presented in a logical, clear fashion.","interface_rating":5,"interface_review":"The interface was issue free. The charts, photos, and other display features are excellent.","grammatical_rating":5,"grammatical_review":"The text is well written and with no noticeable grammatical errors.","cultural_rating":3,"cultural_review":"Early educators set the foundation for human's life. It is imperative that we teach and address topics of anti-racism, anti-bias, multicultural education, equality, social justice, and celebrating differences  in our classrooms with our students so that they can teach the children in their classrooms. This cannot be an add-on to what we are teaching at any level, rather we must integrate these messages in all that we do.","overall_rating":9,"overall_review":"First and foremost, thank you to the authors  for creating and making your text  available for our students. I have been teaching early childhood and elementary education courses for more than 25 years and I will be using your text in the coming year; supplementing it with the important topics, and new information and research from our field as discussed in my review and aligning with state and national standards.","created_at":"2020-06-23T21:16:46.000-05:00","updated_at":"2020-06-23T21:16:46.000-05:00"},{"id":4123,"first_name":"Caitlin","last_name":"Malloy","position":"Associate Lecturer","institution_name":"University of Massachusetts Boston","comprehensiveness_rating":4,"comprehensiveness_review":"This textbook provides a comprehensive summary of curriculum planning for preschool-aged (3-to 5-year old) children.  With only a chapter truly dedicated to infant/toddler and early elementary-aged children, instructors who are teaching student teachers seeking a broader license (e.g., PreK-2 or Birth-5) will need to supplement the text in these areas.  The book assumes a basic knowledge of child development (though a summary of developmental milestones is provided in the Appendices), and would be most useful to students who have yet had little exposure to early childhood classrooms.\r\n\r\nThe book does not have a glossary or a ‘References’ section.","accuracy_rating":4,"accuracy_review":"The content is accurately presented, and examples illustrate the diverse demographics of students that may be encountered in a United States preschool context. The authors cite recent work from prominent scholars in the field, or research that is considered to be ‘seminal’ – together, these provide a sound summary of relevant knowledge.  \r\n\r\nOne concern is that diversity/anti-bias curriculum is treated as a separate curricular area; for example, in the Preface, it is listed as one of the specific domains to plan for (separate from literacy or science).  Current best practices in anti-bias curriculum planning emphasize how considerations of diversity should be embedded across all curriculum areas (in other words, as part of language and math), not as a separate domain of its own.  Anti-bias curriculum is discussed, but is presented as a way to support History and Social Sciences, instead of as something that should be included in all areas of curriculum planning.","relevance_rating":4,"relevance_review":"The information presented is generally relevant, given the quality and recency of the works cited.  However, as pointed out earlier, the approach to discussing anti-bias work detracts from the relevance, as well-integrated anti-bias work is central to high quality early education in our current society.","clarity_rating":5,"clarity_review":"The language is clear and accessible.  Summary tables and charts were particularly helpful for aiding comprehension of text.","consistency_rating":5,"consistency_review":"The terminology is used consistently throughout the text, and the presentation of the material is structured similarly in all chapters, making it easy to navigate.","modularity_rating":5,"modularity_review":"The text is broken down into logical and manageable sections that could be divided if relevant for the course or instructor. The subheadings are very helpful in orienting the reader to the goals of each section.","organization_rating":4,"organization_review":"Generally, the organization of the book is logical and easy to follow.  The only suggestion would be to add a section about diversity/anti-bias in Chapter 1 to emphasize how these topics are relevant across all of the curricular areas (i.e., in the same way that the authors discuss technology and media in the first chapter, to describe how it pervades various developmental domains).","interface_rating":4,"interface_review":"The text is easy to read on a screen, and the photos, tables, etc. are clearly displayed.  It would have been helpful to add a ‘landmark’ on each page naming the chapter title/topic, to facilitate browsing the resources provided in the book.  For example, if a reader references Appendix C following its mention in the text, the reader may then have difficulty finding their way back up to the chapter to continue reading.","grammatical_rating":5,"grammatical_review":"The textbook is well-written, with no noticeable grammatical errors.","cultural_rating":3,"cultural_review":"Some forms of diversity are quite visible throughout the textbook; for example, there are examples, anecdotes, and photos of children who are linguistically-, culturally-, racially- and neuro-diverse.  However, the approach to explaining anti-bias curricular approaches is limited (which seems particularly problematic in light of the racism-related uprisings occurring at the time that this review was completed).","overall_rating":9,"overall_review":"Throughout the text, the authors reference licensing requirements, curriculum frameworks, etc. for the state of California.  Instructors planning to use this text with students working towards licensure in other states will need to be prepared to clarify, adapt, or supplement with their own state guidelines, requirements, standards, etc.","created_at":"2020-06-29T00:10:26.000-05:00","updated_at":"2020-06-29T00:10:26.000-05:00"},{"id":4162,"first_name":"John","last_name":"Cipora","position":"Adjunct Instructor","institution_name":"Holyoke Community College","comprehensiveness_rating":5,"comprehensiveness_review":"I found this text to be supremely comprehensive in scope, as well as fully current and progressive in tone and intent.  To my mind, it would make an ideal foundational work for undergraduate programs in early childhood education.  It is sufficiently broad in topical coverage as to have utility across multiple courses, from Foundations or Early Childhood Development through Ethical and Professional Standards or Children with Special Needs.  At the same time, specific sections or chapters provide sufficient depth to serve as excellent pathways of entry into dynamic and evolving topical arenas such as Diversity and Multiculturalism or Infants and Toddlers: Learning through Relationships.  An index would be a useful addition to this excellent work.","accuracy_rating":5,"accuracy_review":"I found the content to be entirely accurate, bias-free, and appropriately current in the selection of supporting resources incorporated throughout.  A salient attribute of the authors' approach is the presentation of nuanced advocacy (toward full inclusion, for instance, or the need to engage families) in very matter-of-fact fashion.  Rather than taking a prescriptive tone, so typical in overview college texts, the sensibility is collegial, engaging, and welcoming: content is introduced and consistently reinforced in a manner that invites readers who may be new to the field to participate in optimal, dynamic, and creative ways.","relevance_rating":5,"relevance_review":"I found that the early chapters provide exemplary grounding of fundamental educational frameworks in such engaging, expansive, and globally relevant fashion that everything that follows flows logically and consistently from those introductory passages.  Such clarity of concept and logic of sequencing affords a seamless structure to which future essential changes can be made in organic, authentic fashion as core professional concepts get refined or added.  In the vernacular of the moment, the authors have created a 'living document' which captures central current best practices while being open to creative amplification going forward.","clarity_rating":5,"clarity_review":"In my view, the writing throughout is accessible while appropriately academic, and richly informative while never being pedantic or turgid.  The enthusiasm and expertise of the authors shines through in lucid prose and evocative, relevant, often inspired selection of supporting photographs and figures.  The tone is inviting along with being professional; the always-implicit, often-explicit expectation is that optimal professionalism is a given, at all times and in all contexts.  The reader is guided to the fundamental recognition that, while every practitioner can and should enhance their competencies, there is a baseline of excellence to which each person who enters an early childhood education center as a professional needs to adhere: a most appropriate metaview, in short.","consistency_rating":5,"consistency_review":"The authors have deftly managed to frame the entire work in such a way as to be infused with a single authorial voice--no small accomplishment for a work with multiple contributors.  The clarity of the format, recursive but never simply repetitive, serves as an intuitively-navigable sequence of guideposts.  Consequently, the reader is provided an opportunity to construct their own incrementally-enriched, coherently guided, and pedagogically interconnecting gestalt.  Whether a student works through this text in sequence or in a more complex, topically-guided manner, the thematic underpinnings of the content are consistently made evident.","modularity_rating":5,"modularity_review":"This is one of the most appealing attributes of the text: while the authors have rendered a field-wide overview in clear and comprehensible fashion, they have also managed to produce individual segments, whether sections or chapters, that are fully self-contained.  To my mind, a dedicated practitioner--faculty member or student--could choose any such item with which to begin a unit of study, with equally substantive results.  Thus, the work affords marvelously wide pathways via which to access desired content, whatever the particular curriculum of the institution choosing to use its exemplary range of opportunities.","organization_rating":5,"organization_review":"This could be my favorite attribute of this textbook: after working through the first fifty pages or so, I realized that the organization of material was so lucid that it was perfectly seamless.  It simply makes exquisite sense, providing an exemplary compendium of essential information while remaining transparent as to overall goals and intent of the overall document.  The term 'reflective practitioners' kept surfacing for me: the creators understand the field, are confident as to the depth and range of their insights, and convey their expertise and enthusiasm in an entirely appropriate, coherent, and connected fashion.","interface_rating":5,"interface_review":"This aspect of the work is particularly noteworthy, perhaps because, in its clarity, simplicity, and comprehensive nature, it is virtually invisible if one isn't specifically focused on it.  Essential guiding items such as 'Pause to Reflect,' 'Vignettes,' 'Teacher Tips,' or 'Research Highlights' are emphasized without being intrusive: they flow easily into the rest of the content, welcome amplifications without being unduly distracting from the overall forward direction of the passage.  The choice of placing a significant bank of relevant but secondary supporting content into an appendix is an example of a navigational decision that makes great sense.  Figures available here include such items as classroom floor plans, charts of developmental metrics across domains or of salient developmental sequences, and CSEFELS tables, all of which are valuable but which would have been distracting had they been embedded in their entirety in the text proper.","grammatical_rating":5,"grammatical_review":"As suggested above, the prose style is vivid, dynamic, and highly effective.  I found no instances of content presentation that were anything less than lucid, direct, and exemplary: all that is essential is included, while nothing extraneous has been retained.","cultural_rating":5,"cultural_review":"Again, the authors have been exemplars of presenters in this regard.  Concepts of diversity or multiculturalism have been interwoven in every section of the text, in smooth, seamless fashion that makes such respect and inclusion perfectly matter of fact--as of course they should be.  I so appreciated the full range of topics and concepts that this integrative approach subsumed, across dimensions of race and ethnicity, countries of origin, home languages, socioeconomic status, and religious beliefs as well as those less typically incorporated such as differently-abled individuals or those presenting with the full range of gender identifications or sexual orientation preferences.  These presentations of equity and equality emerged consistently both in text and images.","overall_rating":10,"overall_review":"I plan to begin using this text as soon as possible in my upcoming courses in the field, whether in blended or online modalities.  My students will benefit both conceptually and economically.","created_at":"2020-06-30T07:54:00.000-05:00","updated_at":"2020-06-30T07:54:00.000-05:00"},{"id":4264,"first_name":"Adkins","last_name":"Vernita","position":"Associate Professor","institution_name":"California State University, Dominguez Hills","comprehensiveness_rating":5,"comprehensiveness_review":"This is a very comprehensive text covering pertinent topics in early childhood education from understanding how children learn to the appropriate setting for their learning to the curriculum topics that cover their complete educational development.","accuracy_rating":5,"accuracy_review":"The content is relevant, accurate and unbiased.","relevance_rating":5,"relevance_review":"The text is a compilation of current best practices experienced and grounded in research for the education of children.","clarity_rating":5,"clarity_review":"It is easily read and does provide an appropriate context for use of educational terminology.","consistency_rating":5,"consistency_review":"The text is consistent in use of its terminology and framework.","modularity_rating":5,"modularity_review":"Each chapter presents objectives, frameworks, theories, reflections/vignettes and examples of practical applications on the chapter topic.","organization_rating":5,"organization_review":"The topics in the text and in each chapter are presented with a comprehensive overview to specific applications.","interface_rating":5,"interface_review":"There are no features that are distorted that may distract or confuse the reader.","grammatical_rating":5,"grammatical_review":"There are no grammatical errors evident in the text.","cultural_rating":5,"cultural_review":"Examples and pictures within the text are inclusive of a variety of races, ethnicities, and backgrounds.","overall_rating":10,"overall_review":"This early childhood education text is clearly and beautifully written and presented with research based, comprehensive and practical information on the development and instruction of children addressing their early education environment with appropriate learning strategies.","created_at":"2020-07-25T19:36:31.000-05:00","updated_at":"2020-07-25T19:36:31.000-05:00"},{"id":4279,"first_name":"Maryam","last_name":"Sharifian","position":"Assistant Professor","institution_name":"James Madison University","comprehensiveness_rating":4,"comprehensiveness_review":"The chapters are very well developed with achievable and comprehensive objectives. The content of each chapter unfolds each objective and provides opportunities to reflect with examples and thoughtful scenarios. Chapters are matching one another in thorough order. However, the text does not have an effective index/glossary.","accuracy_rating":5,"accuracy_review":"The content is accurate, error free and unbiased.","relevance_rating":4,"relevance_review":"Content is up to-date but not referring to the most recent studies to make it more relevant. The technology section is not comprehensive and needs more relevant and up to date strategies to provide a better understanding of the importance of utilizing appropriate technology and developing required skills in ECE. In addition, building family school community relationship is a critical factor in ECE that should be more highlighted and extended throughout the content.","clarity_rating":5,"clarity_review":"The content is explicit and understandable. It is easy to follow each section and build connection between chapters.","consistency_rating":5,"consistency_review":"The book is developed based on a strong consistent framework. This framework creates clarity and prevents unexpected expectations from the reader.","modularity_rating":5,"modularity_review":"The authors used objectives as overall outline to create clear subheads for each chapter. Their method helps readers in understanding the content and instructors in planning teaching content.","organization_rating":5,"organization_review":"The authors developed a great organizational layout to break down each section and keep it consistent.","interface_rating":5,"interface_review":"There is no major interface issue. The images are not distracting, however, they do not add any significant values to the text.","grammatical_rating":5,"grammatical_review":"The text contains no grammatical errors.","cultural_rating":4,"cultural_review":"This book has a universal approach in presenting the content. The examples and scenarios are inclusive. Authors are intentional in emphasizing the importance of culturally responsive teaching. The content is developed based on children who are culturally diverse, linguistically diverse, diverse in ability, and from diverse socioeconomic backgrounds.","overall_rating":9,"overall_review":"Introduction to Curriculum for Early Childhood Education is a great vehicle to prepare future early childhood teachers through a clear and consistent content.","created_at":"2020-07-31T12:24:04.000-05:00","updated_at":"2020-07-31T12:24:04.000-05:00"},{"id":4327,"first_name":"Yolanda","last_name":"Buenafe","position":"Early Childhood Education Faculty and Program Coordinator","institution_name":"Mt. Hood Community College","comprehensiveness_rating":4,"comprehensiveness_review":"The textbook is quite comprehensive as an overall introduction to early childhood curriculum. Content covers theories, curriculum models, developmental span from infancy to school age, and specific curriculum areas. The textbook provides a good foundation for many of our other early childhood courses, where we delve into specific topics and issues. Expansion in a few areas could be further incorporated, as indicated in other criteria sections of this review. There is an appendix section which provides useful supplemental resources. Incorporating an index and glossary would be helpful to have for future revisions of this textbook.","accuracy_rating":5,"accuracy_review":"The content is accurate and free of bias, citing theories, research, and child development milestones and principles.","relevance_rating":4,"relevance_review":"Information presented is relevant to curriculum approaches and content areas which students will need to be knowledgeable of, when considering how to apply and integrate these into their developing teaching practices. Expanding on the topics of DAP, anti-bias curriculum, and intentional teaching would increase the textbook's relevance to  current and future competencies for early childhood practitioners.","clarity_rating":5,"clarity_review":"The text is written in a clear manner, utilizing terminology that is pertinent and essential to those in the early childhood field. The theoretical aspects were described in a straightforward and understandable way, and further enhanced with diagrams, tables, and other visuals.","consistency_rating":5,"consistency_review":"The textbook is consistent with its format of outlining objectives, followed by a concise and clear introduction of the chapter/topic, and providing vignettes and reflection questions in each chapter to connect theory with practical application. Terminology is consistent throughout the text.","modularity_rating":4,"modularity_review":"The chapters cover the content areas well without being overly lengthy and include essential and relevant subtopics.  In the chapters that address the various subject/curriculum areas, developmental milestones and skills for preschool ages four to five are nicely outlined in tables.  For a more integrated approach emphasizing the continuum from the infant stage to school age, I would suggest that the tables include skills/milestones from infancy to school age in each of these curriculum areas, which would require revision or renaming of the ‘preschool’ planning section to include a broader scope.  An additional recommendation would be to place the chapter on infant and toddler curriculum before the section/chapters on preschool curriculum.  This would emphasize the adult-child interactions as central to infant and toddler curriculum, and then proceed to the more specific curriculum content chapters, providing information on how math, science, literacy, social science concepts can be identified and supported in everyday routines and explorations with infants and toddlers.","organization_rating":4,"organization_review":"Overall the topics in each chapter are organized in a clear and systematic manner with guiding principles presented at the beginning of the chapters, followed by vignettes that bring these concepts 'to life.'  The chapters end with reflection questions, providing the reader/student with a personal connection to the chapter content. Adding a more defined chapter on anti-bias curriculum in section 1 would highlight the importance of our awareness of incorporating anti-bias curriculum throughout formal and informal planning.  One additional recommendation is to include a subtopic or section on managing group times in the chapter for 'Guiding Behavior and Managing the Classroom, as this is a vital skill that all teachers will need for guiding children's learning and self regulation.","interface_rating":5,"interface_review":"The interface presented well. The visual diagrams and tables were displayed well, and enhances the written text on the respective topics. Navigation was smooth, with only one broken link at the time of this review (to the Australian Government Department of Education).","grammatical_rating":5,"grammatical_review":"No grammatical errors were detected.","cultural_rating":4,"cultural_review":"There are several vignettes presented throughout the textbook which reflect the growing diversity in our early childhood classrooms, which I found to be culturally sensitive and relevant to the experiences of our current practitioners. As mentioned earlier in this review, I suggest adding an additional chapter specific to anti-bias curriculum and cultural responsiveness.","overall_rating":9,"overall_review":"Of all the OER textbooks written for early childhood education, I have found this Introduction to Curriculum for ECE textbook to be the best thus far. It is a compilation of all the essential information we would want to impart to our early childhood education students about what curriculum encompasses.  There is a balance of theory presented in a clear and understandable manner, blended with numerous vignettes and reflection questions to support our students in their emerging teaching practices. The content provides a good foundation for knowledge of curriculum, along with many opportunities for rich discussion based on real life scenarios.","created_at":"2020-08-17T13:51:10.000-05:00","updated_at":"2020-08-17T13:51:10.000-05:00"},{"id":4443,"first_name":"Mary Ellen","last_name":"McGuire-Schwartz","position":"Professor","institution_name":"Rhode Island College","comprehensiveness_rating":4,"comprehensiveness_review":"The text is comprehensive in covering areas of early childhood curriculum. I like the straightforward nature of chapter content with photos, charts, webs, links and other resources. I like the links that are available in each chapter. Some of the links are related to California State Standards and California Child Care Licensing Regulations. It would be good to have links from other states.   I would also like more in the text on kindergarten - grade 2 curriculum, cultural competence, equity, Universal Design for Learning, and inclusion .","accuracy_rating":4,"accuracy_review":"The content appears to be very accurate with references and links provided in each chapter. I was not able to check all sources and documentation.","relevance_rating":5,"relevance_review":"The content is very relevant and straightforward with links that can be updated.","clarity_rating":5,"clarity_review":"I found the text very clear and to the point.","consistency_rating":5,"consistency_review":"The text is internally consistent with terminology and framework. My only concern  relates to limits of California regulations and standards. Is it possible to add regulations and standards of other states to the text?","modularity_rating":4,"modularity_review":"There is good organization in text. The text is broken down into small organized sections with headings, subheadings, charts, and webs.","organization_rating":4,"organization_review":"The topics in the text are in general presented in a logical, clear fashion. I would like to see infant-toddler and kindergarten - second grade curriculum  connected with the preschool curriculum in a logical order. More focus on both infant-toddler, Birth - 3, and kindergarten through primary curriculum, age 5-8, would add to the flow of the book.  Chapters 15 and 16 cover the areas of infants and toddlers and school age curriculum at the end of the book.","interface_rating":5,"interface_review":"The text is very clear and direct.  I found no distortions of images or charts. I liked the displays of charts and webs in the book. The appendices were particularly clear and helpful.","grammatical_rating":4,"grammatical_review":"I found the text grammatically correct but I did not review it with a fine tooth comb.","cultural_rating":3,"cultural_review":"A greater focus on social justice, equity, and cultural competence throughout the book would add to its cultural relevance. More culturally diverse images would also add to the text.","overall_rating":9,"overall_review":"In general, I like the book. It is comprehensive.  I would like to see a greater focus on cultural competence, social justice, and equity.","created_at":"2020-12-09T15:53:26.000-06:00","updated_at":"2020-12-09T15:53:26.000-06:00"},{"id":4744,"first_name":"Diane","last_name":"Lewis","position":"Adjunct Professor","institution_name":"Northern Essex Community College","comprehensiveness_rating":5,"comprehensiveness_review":"I really like how the book is broken down into sections and works from the understanding how children learn to developing curriculum. I like seeing how to set stage for learning and guiding behavior in classroom. I like how the book wraps up the last 9 chapters with what the curriculum looks like. Concluding with documentation and assessment is a great way to end the students learning. \r\nThis book will be very helpful in many classes in ECE.","accuracy_rating":5,"accuracy_review":"As I was reading I found the information to be accurate and error-free. The author is unbiased.","relevance_rating":5,"relevance_review":"It will be pretty easy to update what would need to be updated as years go by.","clarity_rating":5,"clarity_review":"I really liked the clarity and the examples in the chapters. Not much jargon/technical terminology to confuse the reader. Easy to read.","consistency_rating":5,"consistency_review":"I liked how the book started in the understanding and ended with examples. The text was consistent in how it was written.","modularity_rating":5,"modularity_review":"Different chapters can be spaced out over the course and also through other courses as well. It can easily be broken down into different sections for easier digestion of the reading. Lots of charts and pictures break up the blocks of text.","organization_rating":5,"organization_review":"Definitely written in a logical and clear fashion. It shows someone how to educate young children.","interface_rating":5,"interface_review":"Although there are images and charts, it is easy to navigate around them or through them. There seems to be a nice lead into the charts or images that makes it so that they are not distracting or confusing to the reader.","grammatical_rating":5,"grammatical_review":"I did not see any grammatical errors.","cultural_rating":5,"cultural_review":"I did not find the text to be culturally insensitive or offensive in any way.","overall_rating":10,"overall_review":"I would use this book in a couple of my classes. It has information that I cover in in 3 different classes.","created_at":"2021-04-06T09:13:35.000-05:00","updated_at":"2021-04-06T09:13:35.000-05:00"},{"id":33417,"first_name":"Jennifer","last_name":"Forker","position":"Professor","institution_name":"Hutchinson Community College","comprehensiveness_rating":5,"comprehensiveness_review":"This textbook covers all of the major topics for developing a curriculum in a preschool setting.","accuracy_rating":5,"accuracy_review":"The book breaks down each developmental level expectations in a way that is easy to read and understand.","relevance_rating":4,"relevance_review":"The textbook focuses on the California Early Learning Standards, but can easily be adapted to your state framework.","clarity_rating":5,"clarity_review":"The textbook uses phrases that should be common knowledge to all early childhood education professionals.","consistency_rating":5,"consistency_review":"The chapters are laid out similarly so the student always knows what to expect.","modularity_rating":5,"modularity_review":"Each subtopic is in its own chapter and can be easily skipped (or added to) if needed.","organization_rating":5,"organization_review":"The book flowed easily from basic theorist knowledge to more in depth procedures on how to incorporate curriculum into your classroom.","interface_rating":5,"interface_review":"The links provided in the footnotes are live and easy to access.","grammatical_rating":5,"grammatical_review":"I did not see any grammatical errors.","cultural_rating":5,"cultural_review":"The photos used were inclusive and representative.","overall_rating":10,"overall_review":"The vignettes provided real life examples of best practices in early childhood education.","created_at":"2021-10-18T13:42:42.000-05:00","updated_at":"2021-10-18T13:42:42.000-05:00"},{"id":33439,"first_name":"Robin","last_name":"Folkerts","position":"Assistant Teacher Educator","institution_name":"Wichita State University","comprehensiveness_rating":4,"comprehensiveness_review":"There is a table of contents which is very helpful and transparent about the contents.   I found the information in this text to be very comprehensive and thorough in regards to an introduction to Early Childhood Education.  There is no index or glossary to accompany this text.","accuracy_rating":5,"accuracy_review":"I have taught this course with another book, and I find that the information in this resource is accurate and up to date.   I did not find errors in my review, and I did not find anything that was biased in my opinion.","relevance_rating":5,"relevance_review":"The topics are relevant, and the vignettes that are added in each chapter are valuable for deeper understanding of real life experiences.   It is helpful for Early Childhood Education teacher candidates to have practical and specific examples of how theories are applied.   I found the topics covered in this book to be important and well-represented.","clarity_rating":5,"clarity_review":"The flow of the text is easy to follow.   It is helpful to have tables and charts to help clarify information in the text.   The objectives at the beginning are also helpful to clarify what is contained in each chapter.    I appreciated the multiple lists that were included in the tables.  The readability was easy and engaging.  I found the tables and charts in the fourth section to be helpful in understanding developmentally what skills students have at certain ages and stages.  I particularly enjoyed the chapter on teaching science where it was divided into sub-categories of earth science, life science, and physical science.","consistency_rating":5,"consistency_review":"I see consistency throughout the resource in regard to text structure and text features.  Each chapter begins with the objectives, and is laid out in an easy to read format with headings, tables, and vignettes (in green boxes) and research highlights (in purple boxes).   The consistency made it easier to read and follow.","modularity_rating":5,"modularity_review":"I found this text to be well-organized with text features used to keep information in manageable chunks.   Illustrations and tables are used to help clarify information and it flows well for the reader.   I especially like the vignettes that were consistently in green boxes.  They are well-written and relevant.","organization_rating":5,"organization_review":"I found this resource to be well-organized and easy to follow.   It is divided into sections and chapters where the first three sections are more of an introduction, and the fourth section is the real meat and potatoes of curriculum and lesson planning.   The final section gives an extension for other age groups.","interface_rating":5,"interface_review":"The interface was exceptional.   I downloaded it as a PDF and it was easy to navigate.   I had no issues at all with any of the displays or features, and it would not be confusing or distracting to readers.   This resource is easy to navigate and consistent in its format.","grammatical_rating":5,"grammatical_review":"I did not identify any grammatical errors in my review of this resource.   A link was included at the beginning to report any such findings.","cultural_rating":4,"cultural_review":"While I did not see anything blatant, in comparison to the book that I currently use, there is not an entire chapter dedicated to cultural sensitivity.   Rather, it is intertwined within the chapters.  There was a piece in an early chapter that talked about including books and materials that are culturally diverse,   There was a reference in the Infants and Toddlers chapter about cultural sensitivity as well as working together with families.    English Language Learners is also not included as a chapter on its own, but is interwoven into the contents of this resource.","overall_rating":10,"overall_review":"I enjoyed this resource very much, and I will plan to use it with my ECU: Foundations course that I teach.   Well Done!","created_at":"2021-10-30T13:08:24.000-05:00","updated_at":"2021-10-30T13:08:24.000-05:00"},{"id":33644,"first_name":"Kimberly","last_name":"McFall","position":"Associate Professor","institution_name":"Marshall University","comprehensiveness_rating":5,"comprehensiveness_review":"The book is arranged in a logical order and includes relevant up-to-date topics.","accuracy_rating":5,"accuracy_review":"The book reflects accurate information","relevance_rating":5,"relevance_review":"This book includes relevant topics that are arranged in a logical way. One thing that might be helpful is to make sure that terms/topics that are intertwined (technology and culture for example) are also noted in a chapter summary or hyperlinked from the Chapter Objectives sections for easy access/talking points for users.","clarity_rating":5,"clarity_review":"The book is well written, grounded in research, and easy to read.","consistency_rating":5,"consistency_review":"The book is consistent with current research, accuracy in data/tables and laid out in a way that the friendly to the user.","modularity_rating":4,"modularity_review":"The text features a clearly laid out chapter objective section and chapter headers. I think that it would be made even stronger if the objectives were aligned to the headers or hyperlinked to the sections they support.","organization_rating":5,"organization_review":"This book is well laid out and is scaffolded nicely throughout.","interface_rating":4,"interface_review":"An opportunity for strengthening this book, even more, is to provide hyperlinks from the chapter objects to the sections of the book where each objective is addressed. Also, since the author does such a nice job of supporting the content with cultural and technology references, keywords that are hyperlinked from the table of contents to these topics that are not stand-alone chapters might help users if they want to use this book in part/section.","grammatical_rating":5,"grammatical_review":"Professional and accurate without grammatical error","cultural_rating":5,"cultural_review":"As noted above, easier access to clickable links or noted where to find culturally relevant content would strengthen this area.","overall_rating":10,"overall_review":"This is well thought out book that gives an in-depth look at early childhood education in a practical approach. More information about culturally responsive teaching would make this book a home run. The authors have done an outstanding job providing useful, researched-based information. One glaring issue is the lack of glossary or index and clickable links from Table of Contents and Chapter Objects would be helpful.","created_at":"2022-01-03T14:30:00.000-06:00","updated_at":"2022-01-03T14:30:00.000-06:00"},{"id":33806,"first_name":"Robert","last_name":"Bryant","position":"Adjunct Professor","institution_name":"Dominican University","comprehensiveness_rating":5,"comprehensiveness_review":"The text is readable and complete in scope and Early Childhood responsibilities.","accuracy_rating":5,"accuracy_review":"The text shares accurate information that is correct and timely based on current research.","relevance_rating":5,"relevance_review":"The text is relevant in today's education environment.","clarity_rating":5,"clarity_review":"The book is readable and compete.","consistency_rating":5,"consistency_review":"The book focuses on nurturing care and attachment as paths for early learning.","modularity_rating":5,"modularity_review":"The book has a preface and a table of contents.","organization_rating":5,"organization_review":"The book is organized as a readable book, but also by chapter subject for easy reference on many topics.","interface_rating":5,"interface_review":"The PDF download makes it convenient to use as a reference anywhere.","grammatical_rating":5,"grammatical_review":"The book is readable with no grammatical errors.","cultural_rating":5,"cultural_review":"The book is relevant when compared to current early learning research.","overall_rating":10,"overall_review":null,"created_at":"2022-04-25T12:39:05.000-05:00","updated_at":"2022-04-25T12:39:05.000-05:00"},{"id":33869,"first_name":"Ilfa","last_name":"Zhulamanova","position":"Associate Professor","institution_name":"University of Southern Indiana","comprehensiveness_rating":5,"comprehensiveness_review":"This text brings a comprehensive approach to curriculum making in early childhood education. I really liked the emphasis on play-centered approach to education of  young children.","accuracy_rating":5,"accuracy_review":"The content  information is researched-based, unbiased and accurate.","relevance_rating":5,"relevance_review":"The text consists of best practices experienced and grounded in research for the education of young children. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement.","clarity_rating":5,"clarity_review":"The text is clearly written, full of examples and visual graphs, charts, tables, and photos. The language is appropriate for the context.","consistency_rating":5,"consistency_review":"There is a consistency in organization, terminology and framework of the book which makes it easy to follow. Each chapter begins with objectives and brief introductions.  I really like the Pause to Reflect sections included throughout the text.","modularity_rating":5,"modularity_review":"The text content is divided into sixteen chapters which can be easily and readily divisible into smaller reading sections that can be assigned at different points within the course. Instructors will find this format easy to follow to organize their course.","organization_rating":5,"organization_review":"The content topics are presented in a logical, clear fashion.","interface_rating":5,"interface_review":"The text is free of significant interface issues, including navigation problems, distortion of images/charts.","grammatical_rating":5,"grammatical_review":"The book is readable with no grammatical errors.","cultural_rating":4,"cultural_review":"The text book content and images represent diverse population of children and families schools serve today. More information on teaching children with special needs and ESL/ELL students would make this book more appealing to instructors.","overall_rating":10,"overall_review":null,"created_at":"2022-05-19T23:40:41.000-05:00","updated_at":"2022-05-19T23:40:41.000-05:00"},{"id":34131,"first_name":"Felix","last_name":"Rodriguez Suero","position":"Lecturer I","institution_name":"University of Texas Rio Grande Valley","comprehensiveness_rating":5,"comprehensiveness_review":"This book addresses a wide range of topics pertaining to curriculum design and inquiry with young children. Learning through Play is a central focus of the book. However, the authors introduce the reader to the most common approaches to early childhood education.","accuracy_rating":5,"accuracy_review":"I think that at times the authors rely too much on secondary documents instead of citing scientific research findings directly. However, the authors draw from relevant theories and anecdotes to illustrate what the application of specific pedagogical principles may look like in practice, which I found particularly valuable for education students at the undergraduate level in general.","relevance_rating":5,"relevance_review":"One of the important contributions of this book is summarizing in one place, theories, principles, and concepts that often demand the use multiple books and articles. This book gives future teachers a good grasp of essential concepts such as transitions, routines, student readiness, assessment, and documentation. In addition to the solid discussion of the traditional literature, future editions could benefit from discussions on the contributions of neuroscience to how we understand young children's learning.","clarity_rating":5,"clarity_review":"The authors use a language that is clear and accessible. Some of the articles I assign in my Art Education method courses can be hard to read for some of my undergraduate students. I am considering substituting some of those articles with chapters and sections from this book.","consistency_rating":4,"consistency_review":"The organization of the book is consistent throughout the different chapters. The pop-up windows \"Vignette\" and \"Pause and Reflect\" add content and experiences that facilitate the connection between theory and practice.","modularity_rating":5,"modularity_review":"In my case, not all chapters are useful for the courses I currently teach, but the book structure makes it conducive to assign specific chapters that align with some of my weekly topics.","organization_rating":5,"organization_review":"The book is organized into five large thematic sections. Each section is divided into uneven number of chapters. However, the organization of the text is consistent throughout the different chapters. The book starts with more general theoretical and practical considerations that could be useful to students from different disciplines. Section IV, covering Chapters 7-16 provides insights into specific subject areas.","interface_rating":2,"interface_review":"While the book is comprehensive and useful for introduction to curriculum design and education method courses, the interface of the book could benefit from more elaborate formatting and design. Several images are low resolution, and the format and quality are not consistent. In general, a more professional design could make the book more visually appealing.","grammatical_rating":5,"grammatical_review":"I did not notice significant grammatical errors.","cultural_rating":5,"cultural_review":"The authors are attentive to how cultural and social factors affect students’ engagement. They intentionally examine learning experiences from diverse cultural settings and discuss how disadvantage students may lack access to technology.","overall_rating":9,"overall_review":"I was expecting more specialized and in-depth discussions on the Creative Arts in Chapter 11. Nonetheless, this book is a great resource to address general curriculum design considerations with young children. I plan to use this book in the future.","created_at":"2022-11-09T09:33:09.000-06:00","updated_at":"2022-11-09T09:33:09.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/introduction-to-curriculum-for-early-childhood-education","updated_at":"2025-12-15T02:17:12.000-06:00"},{"id":570,"title":"Mathematics for Elementary Teachers","edition_statement":null,"volume":null,"copyright_year":2017,"isbn10":null,"isbn13":null,"license":"Attribution-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"This book will help you to understand elementary mathematics more deeply, gain facility with creating and using mathematical notation, develop a habit of looking for reasons and creating mathematical explanations, and become more comfortable exploring unfamiliar mathematical situations.The primary goal of this book is to help you learn to think like a mathematician in some very specific ways. You will:• Make sense of problems and persevere in solving them. You will develop and demonstrate this skill by working on difficult problems, making incremental progress, and revising solutions to problems as you learn more.• Reason abstractly and quantitatively. You will demonstrate this skill by learning to represent situations using mathematical notation (abstraction) as well as creating and testing examples (making situations more concrete).• Construct viable arguments and critique the reasoning of others. You will be expected to create both written and verbal explanations for your solutions to problems. The most important questions in this class are “Why?” and “How do you know you're right?” Practice asking these questions of yourself, of your professor, and of your fellow students.Throughout the book, you will learn how to learn mathematics on you own by reading, working on problems, and making sense of new ideas on your own and in collaboration with other students in the class.","contributors":[{"id":4582,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Michelle","middle_name":null,"last_name":"Manes","location":"Honolulu, HI","background_text":"Michelle Manes, Associate Professor, Department of Mathematics, University of Hawaii"}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"}],"publishers":[{"id":540,"url":"http://pressbooks-dev.oer.hawaii.edu/","year":null,"created_at":"2018-09-07T12:22:40.000-05:00","updated_at":"2020-01-06T17:09:25.000-06:00","name":"University of Hawaii Manoa"}],"formats":[{"id":921,"type":"PDF","url":"http://pressbooks-dev.oer.hawaii.edu/math111/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":922,"type":"Online","url":"http://pressbooks-dev.oer.hawaii.edu/math111/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":2233,"type":"XML","url":"http://pressbooks-dev.oer.hawaii.edu/math111/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4","textbook_reviews_count":19,"reviews":[{"id":2484,"first_name":"Kandy","last_name":"Noles Stevens","position":"Assistant Professor of Education","institution_name":"Southwest Minnesota State University","comprehensiveness_rating":4,"comprehensiveness_review":"This text covers the areas applicable to elementary mathematics extremely well (with the exception of omitting probability and data analysis) and provides graphically visual boxes within the text to define terms and instructional strategies.  Additionally, the text provides thinking routines that support understanding more than just the concept, but also, the how's and why's of conceptual understanding. ","accuracy_rating":5,"accuracy_review":"The content is accurate and organized in a way to supports student learning for those training to become elementary teachers of mathematics. ","relevance_rating":4,"relevance_review":"The content of the book is relevant to today's elementary classroom in that it provides future elementary educators with the content knowledge, but also pedagogical approaches that would support student learning.  Additionally, the text is organized in a way that is consistent and provides scaffolding support for those who might struggle with any one of the concepts.  For Minnesota standards the only item of note is that there is not a section devoted to probability or data analysis, but the latter is touched upon in other chapters. There are three mentions of the Common Core standards in the text.  Minnesota is not an adopter of the CC mathematics standards, but the references to the CCSS are in regards to the practices of mathematics and not on standards specifically.  ","clarity_rating":5,"clarity_review":"While a great text for training future math teachers, this book does not read as a \"typical\" mathematics textbook.  Students who have struggled in the past with mathematics might find the authors' writing style to be approachable and accessible for all levels of mathematics competence and confidence. ","consistency_rating":5,"consistency_review":"The text is consistent in its terminology and the structure of the framework is uniform throughout, relying on supporting student learning through exercises, think-pair-share activities, and continuous dialog and reflection. ","modularity_rating":4,"modularity_review":"A majority of the chapters begin with a section that introduces the strand of elementary mathematics covered.  Not all chapters have this introduction which may pose challenging to interrupt the mathematical progression of some established courses. ","organization_rating":4,"organization_review":"The text is very well organized and has an easy-to-read format and flow. ","interface_rating":4,"interface_review":"The text is graphically rich with succinct advanced organizers, diagrams, and photos to support learning.","grammatical_rating":5,"grammatical_review":"The text is written with professional level writing and is free of grammatical errors. ","cultural_rating":5,"cultural_review":"A variety of races, ethnicities, and backgrounds are present in the exercises used to support student learning throughout.  The end of the text involves a Hōkūle`a voyage as a part of a problem-based learning (integrated curriculum) experience.  This was something that really made this text stand out in that it gave future elementary teachers an example of using mathematical concepts in authentic (and exciting) learning experiences.  This Polynesian voyage would provide many students with an introduction to life culturally different from their own. ","overall_rating":9,"overall_review":"I have been a STEM educator for more than two decades and I come from a long line of mathematics educators.  While wrapping up my reading of this text, I happened to have my father (a 46 year veteran mathematics educator) here visiting.  I shared the text with him and several times I heard him utter, \"I like the way this problem is set up\".  We both found the book to be very knowledgeable for mathematical conceptual understandings, but even more so for introducing ideas for instructional strategies and classroom discourse to help future teachers become equipped with speaking the \"language of mathematics\" to guide their future students. ","created_at":"2018-12-28T17:11:27.000-06:00","updated_at":"2018-12-28T17:11:27.000-06:00"},{"id":2626,"first_name":"Demetrice","last_name":"Smith-Mutegi","position":"Instructor/Coordinator","institution_name":"Marian University","comprehensiveness_rating":3,"comprehensiveness_review":"This text covers place value, numbers and operations, fractions, patterns, algebraic thinking, decimals, and geometry. However, elementary teachers are expected to also know and understand statistics and probability. This text does not address this mathematical concept. ","accuracy_rating":4,"accuracy_review":"The text makes non-traditional, yet, accurate representations of mathematical concepts. In some sections, different solutions are presented and explained. This eliminates bias and provides a diverse representation of ideas when solving math problems. ","relevance_rating":4,"relevance_review":"The text is representative of common core problem-solving standards, however, it does require mathematical knowledge beyond elementary school. The problem-solving nature of the text is very relevant to elementary pre-service and in-service teachers (the audience for the book). ","clarity_rating":4,"clarity_review":"The text language is clear and accessible. There is a section on terminology, which is very helpful. Additional diagrams would help to improve the clarity in some cases. ","consistency_rating":4,"consistency_review":"I was expecting to see videos embedded throughout, after seeing them in the first section. It would be great to have a consistent format throughout the text, however, I understand that it is not always feasible to do so. There were other obvious and clear patterns presented, color-coded sections (think/pair/share), problems, examples. ","modularity_rating":5,"modularity_review":"The chapters and subchapters can be easily accessed, breaking the material into smaller sections. ","organization_rating":4,"organization_review":"The topics were presented in a logical, clear fashion, however, not all of the chapters would end with a problem bank. In some cases, there were additional sections after the problem bank. It would be great if each section included key objectives or goals of the section. ","interface_rating":5,"interface_review":"The text comes in pdf, XML, and an online web version. The search feature on the online version was a valuable addition. ","grammatical_rating":5,"grammatical_review":"I did not observe any obvious grammatical errors. ","cultural_rating":5,"cultural_review":"Cultural awareness was very obvious in this text. While it was more relevant to Hawaiian culture, it also included cultural awareness of other cultures and backgrounds. ","overall_rating":9,"overall_review":"Overall, this text assumes that the student has successfully completed mathematics through basic calculus. There should be more support in this area, as some elementary math students are not prepared to complete problems with this focus. \r\n\r\nThis a great \"discussion\" text. ","created_at":"2019-03-06T09:56:38.000-06:00","updated_at":"2019-03-06T09:56:38.000-06:00"},{"id":2852,"first_name":"Lisa","last_name":"Cooper","position":"Assistant Professor","institution_name":"LSUS","comprehensiveness_rating":4,"comprehensiveness_review":"This text covers many concepts appropriately; however, a few concepts are missing, such as; data analysis and statistics.  For more than ten years,  data-driven instruction has been a major focus in education along with many other uses.  This text has a table of contents but not an index and/or glossary; however, does define words in chapters when needed.  ","accuracy_rating":5,"accuracy_review":"The content is well organized and accurate.  Multiple representations and diverse examples are provided throughout the text which supports an unbiased approach to those entering elementary education.  ","relevance_rating":4,"relevance_review":"The text is quite relevant to the classroom today, incorporating such resources as YouTube, varied strategies to promote differentiated instruction, scaffolding between concepts, and problem-solving opportunities.  Some states may find issues with Common Core standards being addressed; however, mathematical practices could be interchanged with the \"standards.\"  ","clarity_rating":5,"clarity_review":"The text is written free from educational jargon; it is straightforward and easy to understand.  ","consistency_rating":5,"consistency_review":"The text is consistent in its structure;  color is not distracting, problems, strategies, diagrams, charts, and definitions are provided throughout.  ","modularity_rating":5,"modularity_review":"The text is appealing with the page layout; it's not too busy or distracting.  Colors are attractive and text is broken down into appropriate amounts.  ","organization_rating":5,"organization_review":"The text has a well-organized flow with the layout of each topic/chapter.  ","interface_rating":5,"interface_review":"The text has charts, pictures, diagrams, real-world examples throughout; several different versions of the text are offered too.  ","grammatical_rating":5,"grammatical_review":"No grammatical errors were observed in my review of the text.","cultural_rating":4,"cultural_review":"The text provides a variety of backgrounds, races, and ethnicities while providing learning experiences and pedagogical approaches to support student engagement and learning.  ","overall_rating":9,"overall_review":null,"created_at":"2019-04-26T21:30:25.000-05:00","updated_at":"2019-04-26T21:30:25.000-05:00"},{"id":2860,"first_name":"Desley","last_name":"Plaisance","position":"Associate Professor","institution_name":"Nicholls State University","comprehensiveness_rating":3,"comprehensiveness_review":"This textbook seems to be appropriate for the first course typically taught for elementary teachers which usually includes topics of problem solving, place value, number and operations.  Most books are able to be used for a second course which focuses on geometry.  This book could not be used for the second course.","accuracy_rating":4,"accuracy_review":"Content seems to be accurate.","relevance_rating":4,"relevance_review":"Topics are somewhat static for a course like this, so the textbook will not become obsolete within a short period of time.","clarity_rating":4,"clarity_review":"Appears to be clear.","consistency_rating":4,"consistency_review":"The flow from topic to topic is consistent in presentation.","modularity_rating":4,"modularity_review":"Divided into clear sections.","organization_rating":4,"organization_review":"Topics are presented logically and in a similar order to most books of this type.\r\n","interface_rating":5,"interface_review":"Easy to navigate with clear images and other items such as tables.","grammatical_rating":5,"grammatical_review":"Book is written in simple language and appears to be free of grammatical errors.","cultural_rating":4,"cultural_review":"Appears to be culturally diverse.","overall_rating":8,"overall_review":"This book could definitely be used for a first course of elementary math for teachers with the teacher providing resources.  As with many open books, the print and layout is very simple without cluttering pages with unnecessary items.  ","created_at":"2019-04-29T15:16:36.000-05:00","updated_at":"2019-04-29T15:16:36.000-05:00"},{"id":2918,"first_name":"Karise","last_name":"Mace","position":"Mathematics Instructor","institution_name":"Kuztown University","comprehensiveness_rating":4,"comprehensiveness_review":"This book is fairly comprehensive for a one-semester course, although it does not include much detail about several topics.  The section on number systems barely touches on Roman numerals and only mentions Mayan and Babylonian counting systems. The sections on addition, subtraction, and division would be more robust if the author included other algorithms for these operations. The chapter on Geometry does not address perimeter, area, surface area and volume. The book does not include an index or glossary.","accuracy_rating":4,"accuracy_review":"While the book is not error free, it is unbiased. Most of the errors seem to be typographical and/or related to web links or LaTeX. In the section on number systems, the author incorrectly explains how one million would be represented using Roman numerals and incorrectly claims that the Mayans did not use a symbol for zero. Further, the Mayan number system was not a true vigesimal system, as the text indicates.","relevance_rating":5,"relevance_review":"This text uses a constructivist approach to help students build their understanding of the mathematics included in the book. It is well organized and written so that the chapters do not have to be completed in the order in which they are presented. Because of this, the text should be easy to update. When concepts that are presented earlier in the text are used in later chapters, the author includes a brief but thorough review that would allow students to understand the later chapter even if they had not read and completed the problems in the earlier chapter. The \"dots and boxes\" approach is timely, as it uses the idea of the \"exploding dots\" that are part of the Global Math Project (https://www.globalmathproject.org).","clarity_rating":5,"clarity_review":"The textbook is clearly written and enjoyable to read...even for the math-phobic student.  The tone is conversational and is even funny at times. The author defines important mathematical terminology in a way that is both mathematically accurate and accessible to students. The chapter on problem solving is fantastic and really gives students insight into how to think and problem solve like a mathematician. The pies per child model for fractions is not the most effective model for helping students understand fractions and this part of the text would be improved if the author replaced this type of modeling with pattern block modeling.","consistency_rating":4,"consistency_review":"Overall, the text is consistent in its chapter structure and terminology use. However, there is inconsistent notation when using \"dots and boxes.\"","modularity_rating":5,"modularity_review":"The text is well-organized but can be reorganized in order to suit an instructor's preference. However, it would be best to complete the chapter on problem solving first, as it sets the stage for the rest of the book. Most of the chapters are structured more like an activity book with lots of great problems and thought provoking questions that will help students think deeply about the mathematical concepts being presented. With the exception of the chapter on problem solving, there is not a whole lot of text for students to read.","organization_rating":5,"organization_review":"Although the topics presented could be reorganized to meet student needs, the order in which they are presented is logical and clear.","interface_rating":4,"interface_review":"With only a few exceptions, the images it the text are clear. In the section titled \"Careful Use of Language in Mathematics: =\" some of the scale images need to be modified so that the items on the scale appear to actually sit on the pans. The same issue occurs in the section titled \"Structural and Procedural Algebra.\" Some of the images in the sections titled \"Platonic Solids\" and \"Symmetry\" spill off of the page. The image that appears on page 89 and then again on page 144 would be more clear if a different font was used to label the line segments.","grammatical_rating":5,"grammatical_review":"No grammatical errors were noted. However, there were a few typographical errors that could cause confusion for students as on page 219.","cultural_rating":4,"cultural_review":"The text was culturally sensitive and nothing offensive was noted. As the focus of the text is purely mathematical, there are not many cultural references at all, unless they are references to historical cultures. The author does use names for hypothetical students that are diverse and represent a variety of ethnicities. The last chapter is an integrated unit that focuses on the Hawaiian culture. Unfortunately, the links and web addresses in this chapter do not work and/or are no longer active.","overall_rating":9,"overall_review":"The book includes three sections at the end of the problem solving chapter in which the author articulately explains the language that mathematicians use to succinctly and precisely explain their problem solving and solutions. These sections will help students who may not think of themselves as mathematicians learn to think like mathematicians. So many mathematics textbooks are full of exercises but no true problems. On the other hand, this text is full of wonderful problem solving and critical thinking problems that are embedded in the sections as well as in the problem banks. The author also includes many \"Think/Pair/Share\" exercises and questions that will facilitate mathematical thinking and conversation among students. The constructivist approach used by the author will help students build deep understanding about the mathematics covered in the text. While there is some room for revision and improvement, this is a very good text to use with elementary education majors, and I definitely plan to use this book the next time I teach them.","created_at":"2019-05-16T19:38:40.000-05:00","updated_at":"2020-11-09T09:52:47.000-06:00"},{"id":2939,"first_name":"Glenna","last_name":"Gustafson","position":"Professor","institution_name":"Radford University","comprehensiveness_rating":4,"comprehensiveness_review":"This is book is fairly comprehensive and I feel could be used by most foundational courses in elementary mathematics.  The structure and writing provide a good foundation for students learning the \"why\" behind the mathematics and becoming mathematical thinkers.  There were some areas that could possibly use more development. In geometry for example there was no discussion of perimeter, area, and volume. Estimation, measurement of weight, time, and probability also appears to be missing.  The text is well organized and written so that the chapters do not have to be completed in the order in which they are presented. While there is not index or glossary, the author uses colored text boxes to explain specific content or terms.  ","accuracy_rating":5,"accuracy_review":"The content of the text is accurate and represented in a variety of formats to support learning,  Not only does it provide solutions to problems, but also the mathematical thinking behind those solutions. ","relevance_rating":5,"relevance_review":"The text is very relevant for  K-6 elementary pre-service teachers.  It would be beneficial to know the specific grade levels that the author considers as \"elementary\" since this does vary by location.  The content is \"standard\" for most elementary math courses and would not need to be updated often and the consistent layout and formation would make changes easy to make. ","clarity_rating":5,"clarity_review":"The text is written in a conversational tone. The simplicity and straight-forwardness of the text should appeal to those students that have sometimes been overwhelmed by writing in more traditional math texts. ","consistency_rating":5,"consistency_review":"The text is organized consistently from chapter to chapter. The table of contents and chunking of content in the chapters is logical and clear,  Each chapter includes graphics as well as sections for: Think-Pair-Share; Definitions; Theorems (when appropriate); and, Problems.  This consistent structure makes navigation easy. ","modularity_rating":5,"modularity_review":"The table of contents and chunking of content in the chapters is logical and clear.  This also makes it easy to not necessary to move sequentially through the text, but to have the option of reviewing or using only needed topics. Subtitles and graphic captioning are appropriate for the content.  ","organization_rating":5,"organization_review":"The text is easy to read and the organization within each chapters makes navigation easy. ","interface_rating":5,"interface_review":"This text is easy to navigate.  The inclusion of graphics, charts, photos, and videos support learning.  There are several pages where graphics in the Geometry chapter are skewed in the PDF version, but this does not seem to be a problem in the online version,  Not all of the video links work within the PDF version.   ","grammatical_rating":4,"grammatical_review":" There were no obvious grammatical errors. Several of the errors that were found were typos and/or word omissions. ","cultural_rating":4,"cultural_review":"The text is culturally inclusive.  One thing that should be noted is that it seems male names are over-represented in the Problem sections. A reference to Hawaiian culture and life is evident.  The Hōkūle`a voyage found in the last chapter is a good example of problem based learning and the integration of math with other subject areas.  ","overall_rating":9,"overall_review":"This would be a wonderful text to use as a supplement or compliment to an elementary math methods course. It is not as overwhelming as other math texts, and would provide pre-service teachers with a good foundational review of math concepts, including vocabulary and some pedagogy. ","created_at":"2019-05-22T20:53:50.000-05:00","updated_at":"2019-05-22T20:53:50.000-05:00"},{"id":3062,"first_name":"Monica Rose","last_name":"Gilmore","position":"Graduate Student","institution_name":"CU Boulder","comprehensiveness_rating":3,"comprehensiveness_review":"This textbook goes into depth about different mathematical concepts that are important for elementary school teachers to understand in teaching mathematics. However, the text is missing a focus on statistics and probability, which are key areas of focus in elementary math classrooms. The text is also missing an index or glossary but does define new terms as they are introduced.\n","accuracy_rating":5,"accuracy_review":"The content, mathematical diagrams and depictions are accurate and error-free. Each chapter also accurately shows various ways to understand mathematical concepts. However, the diagrams are geared towards an audience that already has some understanding of advanced mathematics.","relevance_rating":5,"relevance_review":"The content is organized in a way that necessary updates would be straightforward to implement. More specifically, much of the content reflects current mathematical practices and activities endorsed by up-to-date research in mathematics education. ","clarity_rating":5,"clarity_review":"The text is written in accessible prose and provides context for jargon and technical terminology. Additionally, the text clearly separates different terms for different strategies and concepts. For example, in the Problem Solving Strategy section, the interface is divided into different strategies for the reader to explore. This is helpful in keeping new concepts and strategies organized for the reader.","consistency_rating":5,"consistency_review":"The text is written with consistent terminology. More specifically, the text consistently gives examples of what concepts are called by mathematicians and teachers. This is helpful for pre-service teachers that might be teaching mathematical concepts and strategies for the first time. ","modularity_rating":4,"modularity_review":"The text is easily divided into smaller reading sections. These sections include not only explanations of mathematical concepts, but also theorems, activities and diagrams which can be referenced by the teacher at any point. Also, the text gives teachers ideas for activities and additional problems to try with students. \n","organization_rating":4,"organization_review":"Though the topics in the texts are presented in a logical, clear fashion, it might be beneficial for pre-service or elementary teachers to see how to specifically scaffold the different concepts within those topics for elementary students at different grade levels. Additionally, the text could also demonstrate how students typically confuse topics so teachers and pre-service teachers are prepared to navigate new concepts for the class. \n","interface_rating":4,"interface_review":"The interface is easy to navigate since the content clearly outlines chapters and the topics within them. Sections such as notation and vocabulary, think pair shares and theorems are clearly outlined, organized and conceptually scaffolded. However, it might be helpful to have an index so the reader does not have to click within each topic to find the concept they are exploring. \n","grammatical_rating":5,"grammatical_review":"This text is free from grammatical errors. ","cultural_rating":4,"cultural_review":"This text is not culturally insensitive or offensive and includes examples from the Hawaiian culture. Though the text is mainly made up of mathematical explanations, there are a variety of people's names in different problems that could be attributed to a variety of cultures. \n\nAdditionally, the text reflects Polya's advice (1945) to try adapt the problem until it makes sense. Though the text includes mainly mathematical explanations, it does call for adapting problems which could potentially be applied to a variety of students of different backgrounds. ","overall_rating":9,"overall_review":null,"created_at":"2019-07-01T12:58:58.000-05:00","updated_at":"2019-07-01T12:58:58.000-05:00"},{"id":3218,"first_name":"Ryan","last_name":"Nivens","position":"Associate Professor","institution_name":"East Tennessee State University","comprehensiveness_rating":4,"comprehensiveness_review":"The book covers all the expected mathematical strands except for measurement and data/stats. There are some obvious connections to the strands of mathematical practice from the Common Core standards. While the abstract specifically lists MP1, MP2, and MP3, the introduction clearly lists all 8. The chapter \"Voyaging on Hōkūle`a\" contains activities that will require use of measurement and units, but there is no explanation on how measurement topics should be taught or approached. However, this chapter does provide a good project-based learning set of materials, and is an exceptional resource for navigation. The book also includes a chapter on Problem Solving, which is important for those students who must complete the EdTPA and address the 3rd subject specific emphasis area. All embedded links to Youtube videos or Vimeo videos are working and play within the textbook pages.","accuracy_rating":5,"accuracy_review":"I find the mathematics to be entirely accurate.\r\nThere are many teaching strategies, such as \"think pair share\" that are found throughout the chapters. This is particularly helpful for future teachers.","relevance_rating":5,"relevance_review":"This book should last a very long time in terms of relevance. ","clarity_rating":5,"clarity_review":"This book is very clear, with mathematical words in bold and proper definitions provided. The text also addresses common math classroom jargon. For an excellent example of this, see the heading \"What is a Fraction\" in the chapter on Fractions. Toward the bottom is a sub-heading \"Jargon: Improper Fractions\" that has students consider the usefulness of proper and improper fractions.","consistency_rating":5,"consistency_review":"This book is consistently laid out, with multiple examples, problems to try, and diagrams to support the transfer of information.","modularity_rating":5,"modularity_review":"This book is entirely modular. You can pick it up, and easily start in any chapter and not be lost. The heading, subheading, use of italics and boldface make it easy to locate information. As a mathematics education book, this is quite nice.","organization_rating":5,"organization_review":"A mathematician wrote this, the layout is logical without question.","interface_rating":5,"interface_review":"The book is extremely easy to navigate, with a logical structure to the table of contents that you can easily click through. A drop down menu in the upper left corner allows you to view the outline of the book while still viewing a page, and you can collapse/expand chapters within the menu. \r\n\r\nThe many figures that are present throughout the textbook are perfectly displayed and fit the reading material. \r\n\r\nThere is nothing I find distracting in the layout and interface.","grammatical_rating":5,"grammatical_review":"I could not find any errors.","cultural_rating":5,"cultural_review":"An entire chapter is dedicated to Voyaging on Hōkūle`a, with exceptional videos and diagrams to illustrate the cultural practices of the early Polynesians. ","overall_rating":10,"overall_review":"I was excited to find this book in the Open Educational Resources library. As a professor who frequently teaches methods courses in mathematics for elementary teachers, I feel that this book may be a terrific book to use to replace previous texts that I've adopted. I would like to see a chapter on Measurement to make the Voyaging on Hōkūle`a chapter more useful. It is obvious from the first page you open to that this book was well planned and thought out. I'm impressed.","created_at":"2019-10-25T14:42:59.000-05:00","updated_at":"2019-10-25T14:42:59.000-05:00"},{"id":3441,"first_name":"Shay","last_name":"Kidd","position":"Assistant Professor- Mathematics Education","institution_name":"University of Montana - Western","comprehensiveness_rating":2,"comprehensiveness_review":"The content that elementary teachers need to have that is not covered in this book is graphing, probability, statistics, exponents, visual displays of data.  The coverage of operations is very specific in the examples and does not cover the wide range that should be presented in this type of text.","accuracy_rating":4,"accuracy_review":"While the core topics presented are correct, the number of problems that are provided without any solutions is alarming.  The majority of problems that are provided are meant for the reader to perform but do not provide any type of answer key for checking the work.  In this way, the book seems to assume the reader to have a solid knowledge of the topics already and this book discusses a few different approaches to these topics.","relevance_rating":5,"relevance_review":"The specific content presented is up-to-date and usable.","clarity_rating":3,"clarity_review":"The book's prose seem to be more of a teaching guide than a textbook.  This is nice for the conversational aspect that a reader may want in their learning, but should be explained more or possibly a change of title for the book.  Something more like \"Exploring the concepts of Elementary Mathematics\" would provide a more reading friendly approach the book offers. ","consistency_rating":5,"consistency_review":"The author has a consistent voice of teaching and presenting the material.","modularity_rating":2,"modularity_review":"The break-up of the text with boxes is difficult to follow the purpose of each box.  While some of the box styles are clear, such as the think, pair, share or problem boxes, others seem to break up the line of discussion.  A problem box may be discussed more directly immediately following the box and the presentation of the problem.  Most of the problem boxes are not discussed again in the main text.  This cased issues for wanting to read with a specific purpose.  When the reader wants to understand a problem more, there is generally not more discussion, but unclear about when that would be provided or not.  Other times boxes were used without any \"box type\" provided and these were just to break up the flow of the text.  ","organization_rating":2,"organization_review":"Place value was a major topic to start the book and had good coverage, then operations and fractions were discussed, then a return to place value with decimals.  It would seem that a connection of place value and decimals would work better to follow the other place value discussion.","interface_rating":3,"interface_review":"There are several pages that have large blank parts or are totally blank.  This may be due to the PDF version that I chose.  When I did use the internet-connected version, there seems to be a dependence on youtube to help do some of the teaching.  ","grammatical_rating":5,"grammatical_review":"There are a few minor issues that would be resolved with a good proofread.","cultural_rating":4,"cultural_review":"The book does seem to be written with the Hawaiian culture in mind.  This may be difficult for other cultures to connect to or understand but does not present any insensitivities.  ","overall_rating":7,"overall_review":"The book's title suggests a full discussion of the topics that elementary education pre-service teachers would need to know and teach, but this book is very lacking in the topics required for this.  I selected this book to review because I teach classes that would use the textbook, but I would not use this textbook as is.  There are a few topics that I plan to add to my own instruction, but the book as a whole needs additional help to be able to stand alone.  This really appears to be a teaching guide based on the constant think-pair-share setup.  This also is a specific teaching and method that seems to require the students to already have much of the content mastered.  It does not teach all the content that is required to the level of the discussion had.","created_at":"2019-12-30T17:52:56.000-06:00","updated_at":"2019-12-30T17:52:56.000-06:00"},{"id":3671,"first_name":"Jamie","last_name":"Price","position":"Assistant Professor","institution_name":"East Tennessee State University","comprehensiveness_rating":4,"comprehensiveness_review":"This book introduces the reader to the standards for mathematical practice (SMP) from the Common Core standards in the introduction.  I appreciated this as these standards cover all grades and are a unifying theme of the Common Core standards, yet many times overlooked.  In addition, many states, including mine, that are not following Common Core directly have adopted the SMPs.  The book does not cover two of the mathematical strands, namely measurement and statistics/data.  Among the strands that are covered, however, the author does a thorough job of explaining the content, using a unified theme throughout, such as dots and boxes introduced in place value that appear again in number operations.  I particularly liked the final chapter of the book and its connection to Hawaiian culture.  The author could easily incorporate ideas related to teaching and learning measurement into this chapter in order to make the book more comprehensive.","accuracy_rating":5,"accuracy_review":"The content was very accurate.  I did not come across any mathematical errors or biases.  The author did a good job of incorporating \"think, pair, share\" elements throughout each chapter as a model for future teachers.  To further guide future teachers, I would have liked to see the author include information in each chapter about common misconceptions students have when learning the related material and ideas on how to address those misconceptions.  In my experience, I find that pre-service teachers are unaware of these misconceptions and it is helpful to make them aware of them so that they can anticipate them in their own classrooms.","relevance_rating":5,"relevance_review":"The content presented in this book is up-to-date and will remain relevant for a long time.  Due to the fact that this book focuses more on content rather than methods, I do not foresee a need for many updates moving forward.","clarity_rating":5,"clarity_review":"The book is written in a very clear and concise way that is approachable to future and current elementary teachers.  The author presents key words in bold throughout the book to draw attention to them.  I liked the way that the author included videos as well as written explanations of ideas, such as in the Number and Operations chapter, section titled Addition: Dots and Boxes.  The author explains, in words, how to use this method to add multi-digit numbers and follows the written example with a video explanation.  This helps to reach a variety of learners and learning styles.  The author also addresses common \"jargon\" associated with particular mathematical concepts, such as proper and improper fractions (section titled What is a Fraction?), and discusses how this jargon can be misleading for students.","consistency_rating":5,"consistency_review":"Each chapter in the book includes an introduction, multiple opportunities for think-pair-share discussions, and several problem sets to practice.  I appreciated the consistency in the Dots and Boxes method introduced in the Place Value chapter and then carried into the Number and Operations chapter.","modularity_rating":5,"modularity_review":"The book uses a modular approach to present the material.  Each module contains numerous sections that help to break up the content into smaller chunks so that the content does not seem overwhelming.  The modules are set up in an order that makes sense for the mathematics, but a reader could begin reading at any module and still make sense of the content.","organization_rating":5,"organization_review":"The organization of the topics makes sense according to the mathematics presented and is logical.","interface_rating":5,"interface_review":"I did not find anything distracting or confusing in relation to the interface of the text.  The book was easy to navigate, with a clearly defined table of contents.  I was able to easily click through the various modules and sections within each module.  The book uses figures well to provide engagement to the reader as well as to further clarify content.  The use of videos embedded within the modules helps to strengthen understanding of the content.  It did take me a minute to find the navigation link that allowed me to move to the next section in a module (right arrow at bottom right corner of the page), but once I found it I was able to navigate seamlessly to each subsequent section.","grammatical_rating":5,"grammatical_review":"I did not find any grammatical errors in the text.","cultural_rating":5,"cultural_review":"In my opinion, this was one of the biggest strengths of this text.  The author did a nice job of incorporating Hawaiian culture into the text.  For example, the author includes an image in the Place Value chapter (Number Systems section) that references the use of tally marks on a sign at Hanakapiai Beach.  In addition, a full chapter was devoted to Voyaging on Hōkūle`a.  I particularly liked how the author connected this idea to beginning teaching of elementary mathematics and encouraged future teachers to think about ways to see mathematics outside of traditional mathematical settings.","overall_rating":10,"overall_review":"I am glad that I came across this resource.  I primarily teach math methods courses for elementary pre-service teachers, but I found many aspects of this text that I can incorporate into my classes to help students think more deeply about the mathematics that they will teach.  I appreciated the author's attempt to challenge students in their thinking about elementary mathematics.  Initially, I was surprised to find that there was no \"answer key\" provided for the many problem sets that were included throughout the text.  After reading the quote presented on the introductory page to the Problem Solving chapter, I realized that this may have been an intentional decision made by the author to encourage readers to go beyond \"a trail someone else has laid.\"  I find that many pre-service elementary teachers want to \"just know the answer\" when it comes to mathematics; a no answer key approach will encourage discussion and justification, two elements important to ensuring equity in the teaching and learning of mathematics.","created_at":"2020-03-20T13:58:31.000-05:00","updated_at":"2020-03-20T13:58:31.000-05:00"},{"id":3682,"first_name":"Thomas","last_name":"Starmack","position":"Professor","institution_name":"Bloomsburg University of Pennsylvania","comprehensiveness_rating":2,"comprehensiveness_review":"The book is somewhat dated and does not include current research based best practices like concrete, representational, then abstract.  Like most authors, they make assumptions that students have the ability to understand abstract and start the lesson there, which is contradictory to how the brain works and what current research says about effective math instruction and learning.","accuracy_rating":3,"accuracy_review":"I agree the content is accurate, but in many areas the learner must have a very strong understanding of mathematical concepts, structures, and applications.  There lacks current best practice and current NCTM recommendations to approaching the teaching of mathematical content.","relevance_rating":1,"relevance_review":"Although mathematical concepts at the elementary level remain the same, the approach to engaging students in learning and the methods of instruction have evolved greatly.  The book lacks many of the newer approaches and is outdated.  The arrangement of the concepts is okay.  I would recommend that the big ideas of teaching math are in the beginning and providing an overview of what is mathematics and best approaches to teaching/learning mathematics.  Then scaffold the specific concepts.  Fractions is one of the most complex and abstract, and this book starts there as a first topic.","clarity_rating":3,"clarity_review":"Once again, the book is okay in terms of math learning but dated on best practice approaches.   The book does not use jargon per say, but does not provide the best approaches for students to learn how to effectively teach mathematics.","consistency_rating":4,"consistency_review":"Yes the book is consistent throughout.","modularity_rating":3,"modularity_review":"The text is divisible, just not relevant to today nor provides current approaches.  The order of the content is not in line with a methods of teaching course I would follow.","organization_rating":2,"organization_review":"I think the topics are clear but dated and not in the order as described above.","interface_rating":2,"interface_review":"The text provides a variety of interfaces, none of which are confusing for the student who has a very strong math background.  The text does mislead students to think starting with abstract is how to instruct elementary students, which is contradictory to brain research and current best practices.","grammatical_rating":4,"grammatical_review":"I did not notice any grammar errors.","cultural_rating":3,"cultural_review":"I think the text is culturally appropriate.  Not certain about the final chapter as it focuses on one population.  Having a chapter or theme woven throughout the text that provides students with a stronger understanding that although mathematics is a universal language, there are cultural differences to teaching and learning as evidenced in the 1999 TIMSS report.","overall_rating":5,"overall_review":"The text is outdated.  The text is an okay resource but I would not be able to use as the main guide for learning in a college level methods of teaching elementary mathematics course.","created_at":"2020-03-26T12:01:42.000-05:00","updated_at":"2020-03-26T12:01:42.000-05:00"},{"id":4269,"first_name":"Reina","last_name":"Ojiri","position":"Assistant Professor","institution_name":"Leeward Community College","comprehensiveness_rating":2,"comprehensiveness_review":"The book begins with a reference to the Common Core State Standards (CCSS) for Mathematics and the eight “Mathematical Practices\".  Though not all states have adopted and/or are currently using the Common Core Standards, with its incorporation at the beginning of the text I initially thought that the Common Core standards would be revisited consistently throughout the text.  \r\n\r\nThough the \"Think Pair Share\" sections are great additions for discussion to the book they do not include common misconceptions or tips for instructors to use to help guide these discussion prompts.  The focus on just one type of discussion \"Think Pair Share\" also does not give future teachers a broader experience with different cooperative learning strategies in the classroom.  There are many strategies in addition to “Think Pair Share” that are also great and seeing the same strategy over and over did not provide variation or keep me engaged as I read through the text. \r\n\r\nThere are a few key concepts that are not included in the text including  Measurement \u0026 Data and Statistics \u0026 Probability. \r\n\r\nThe text also does not include an effective index and/or glossary.  I have found that students do use the index and/or glossary that is typically in the back of the book to help them find information in the text quickly.","accuracy_rating":3,"accuracy_review":"The content is error-free however some of the images included on the PDF version are blurry and hard to read. There does not seem to be consistency between the different readable versions of the text. \r\n\r\nThere also seems to be a bias for the dots and boxes strategy throughout the text and the content lacks current practices of teaching concepts.","relevance_rating":4,"relevance_review":"Just like any text, this textbook needs to be updated to match current best practices and research in math education.  Since this text is Attribution-ShareAlike which allows “others to remix, adapt, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms” it does seem that updates and instructor/course-specific content will be relatively easy to implement as needed.","clarity_rating":3,"clarity_review":"This text is written in a way unique way that makes it easier for students to read through and follow.  It is very student friendly however might not be as useful as an instructor text since the instructor needs to fill-in-the-blanks on their own.","consistency_rating":3,"consistency_review":"The text is written with consistent terminology however the framework for each chapter is not consistent.  Some chapters include Explorations and additional sections while others end consistently with a problem bank.","modularity_rating":3,"modularity_review":"The text is divided into smaller reading sections however the titles of each section are not easily recognized by students.  Though I imagine the titles were meant to be creative for each section, having something more straight forward to make it easier for students to navigate is more important than creativity especially for future teachers who might be teaching these concepts for the first time.","organization_rating":3,"organization_review":"It would be good to organize the material consistently throughout the text (e.g.each section should end with a problem bank).  The variation in the different sections can be confusing to both the instructor and student when trying to find something in the text.  \r\n\r\nI also noticed that the online version does not include page numbers while the PDF version does.  This is not helpful when referring students to particular sections of the book.   The PDF version also has many completely blank pages.  I am not sure if this was meant to be on purpose (for printing purposes) but these pages can be very distracting to the reader.","interface_rating":2,"interface_review":"Navigation throughout the text is fine however, there are noticeable differences between the online and PDF versions of the text.  The images in the PDF versions are noticeably blurry and lower quality than those in the online version. In some instances, it seems as though images were screenshot and copied and pasted which could account for the image quality. \r\n\r\nSome images, in particular, should not have been included at all and are unreadable, for example, the Hokulea on page 441.","grammatical_rating":5,"grammatical_review":"I did not notice grammatical errors.","cultural_rating":4,"cultural_review":"The connection to the Hawaiian culture was a nice touch.","overall_rating":6,"overall_review":"I would use this text as a reference but would not adopt this book as the main text for my class.","created_at":"2020-07-27T16:45:30.000-05:00","updated_at":"2020-07-27T16:45:30.000-05:00"},{"id":4315,"first_name":"Kane","last_name":"Jessen","position":"Math Instructor","institution_name":"Community College of Aurora","comprehensiveness_rating":4,"comprehensiveness_review":"This textbook is intended to cover the mathematics topics necessary to prepare pre-service elementary education majors to successfully teach K-6 students in the United States in alignment with current Common Core Math Standards. The textbook is a mostly comprehensive collection of K-6 Common Core elementary math topics ranging from non-numerical problem solving through summative PBL assessments incorporating algebra, geometry and authentic problem solving. However, several topics related to K-6 CCSS Standards are not covered or minimally covered. CCSS topics with minimal coverage include set theory, logic, integers, probability, graphing and data analysis. At the beginning of the book, there is an effective and accessible table of contents with links included. However, sections and subsections are labeled only with names and page numbers. The text does not contain an index, glossary or appendices. Chapter summaries and links to previous concepts/problems are not included but would support student learning if included. More visuals and historical explorations would increase comprehensiveness.","accuracy_rating":5,"accuracy_review":"Content was found to be accurate, error-free and unbiased.","relevance_rating":5,"relevance_review":"The language and examples of this text are written with a constructivist and meta-pedagogical voice that is both academic and accessible. The author immediately addresses the importance of CCSS and consistently utilizes the “Exploding Dots” curriculum. The “Exploding Dots” curriculum is a brave and differentiated approach to holistically teaching multi-base mathematics to K-12 students. “Exploding Dots” has been a core focus of K-12 Global Math Project and was pioneered by James Tanton . As future teachers, students can expect to teach “Exploding Dots” or similar CCSS curriculum sometime during their teaching career.","clarity_rating":4,"clarity_review":"The language of the text is well-written, accessible and clear. Some sections and examples could be expanded for clarity/depth. Prior definitions/review concepts are not consistently linked.","consistency_rating":5,"consistency_review":"The text is internally consistent in terms of its own terminology, framework and graphics. The “Exploding Dots” infusion helps maintain continuity throughout the text but is not present in all modules.","modularity_rating":5,"modularity_review":"This text follows the common sequence that many “Mathematics for Elementary Teachers” textbooks commonly follow. The text is organized into eight modules. The text initially builds upon itself without being overly self-referential. The text’s sections, subsections, definitions, axioms and problem banks are all well delineated but lack sections/subsection numbers/identifiers and links to previous concepts/definitions","organization_rating":5,"organization_review":"This textbook has a solid flow and follows a common sequence shared by most for profit “Mathematics for Elementary Teachers” texts. The text is well organized and builds upon itself.","interface_rating":5,"interface_review":"Minimal issues involving interface were observed. Observed interface issues include, one broken video link  and unnumbered sections. Definitions and review topics are not linked or referenced with page numbers/sections, however, this creates minimal usability issues. The text contains adequate  procedural visuals and also cultural and historical visuals that enhance the student learning experience.","grammatical_rating":5,"grammatical_review":"This text is largely free from grammatical errors. Grammatical errors that were observed were minor and non-persistent.","cultural_rating":4,"cultural_review":"The text is not culturally insensitive or offensive in any way. It consistently uses examples that are inclusive of a variety of races, ethnicities, and backgrounds. Textbook examples often include references to Hawaiin culture. These references are easily understandable and could be readily adapted for students in other places. In an effort to increase relevance, further additions to the text could be made to provide a more equitable and historical focus on women, minorities and problem based learning cross-sectional explorations similar to the Hōkūleʻa section.","overall_rating":9,"overall_review":"This textbook has a solid structure and great flow, I thoroughly enjoyed reviewing this textbook. I am genuinely excited to incorporate Michelle Manes ‘Mathematics for Elementary Teachers’ into my upcoming semester’s curriculum. With subsequent editions and revisions, this textbook will become a wonderful text for students majoring in primary education, especially those who are either lacking in basic math skills or math confidence.","created_at":"2020-08-13T17:20:25.000-05:00","updated_at":"2020-08-13T17:20:25.000-05:00"},{"id":4920,"first_name":"April","last_name":"Slack","position":"Math Instructor","institution_name":"Aiken Technical College","comprehensiveness_rating":4,"comprehensiveness_review":"This text covers elementary mathematics strands including place value, numbers and operations, fractions, patterns, algebraic thinking, decimals, and geometry. Measurement and Data and Statistics strands are not included in this particular text.  The last chapter supplies the audience with problem-based learning approaches that include some measurement, but not in the detail of previous chapters of the book.  It does incorporate problem solving strategies and pedagogical techniques teachers may use in the classroom.  Examples with solutions and clarifying notes are provided throughout the text.  The text does address Common Core Standards as well as the eight mathematical process standards.  The textbook also provide teachers with a conceptual understanding of elementary mathematics along with appropriate mathematical terminology.  The text does not offer an index or glossary.","accuracy_rating":5,"accuracy_review":"The mathematics content provided in this text is accurate and provides thorough examples of teaching elementary mathematics for pre-service teachers.  I found the text to build conceptual understanding and procedural fluency rather than just focus on basic algorithms to solve math problems.  This is especially important for pre-service teachers, as they need to truly understand the \"why\" behind the math tricks that are often taught in early grades.  The embedded links throughout the text are all in working order, as well.","relevance_rating":4,"relevance_review":"The problem-solving approach to mathematics is especially relevant for elementary pre-service teachers; the intended audience.  The book does expand beyond elementary mathematics, however, this is deemed extremely useful for all levels of mathematics teachers.  Knowing the mathematical concepts beyond elementary strands allows teachers to know where there students are going and the mathematical purpose of content standards at each grade level.  Many of the pedagogical techniques presented in the text are aligned with current research and instructional strategies for the elementary classroom.","clarity_rating":4,"clarity_review":"This text provides explanations and defines mathematical terminology and has accessible prose.  Beginning with the problem solving chapter before the specific content strands allows teachers to apply and consider strategies throughout the text.  Often times, textbooks save problem solving for the end, but this text addresses strategies upfront and spirals nicely throughout the text.   \r\nSome of the examples and visual representations are intended for an audience with mathematical background knowledge and strengths.  A pre-service teacher may need help with content review prior to understanding the selection of particular problems highlighted in the text.","consistency_rating":5,"consistency_review":"The text is well-organized and consistent with terminology throughout.  The text is also consistent with provided examples that are used by mathematics teachers in everyday classrooms.  There are multiple examples throughout each of the content chapters for pre-service teachers to reference and use in their own experiences.","modularity_rating":4,"modularity_review":"This book is an easy read and may be easily broken up for weekly reading assignments and reflections.  It seems as if mathematics teachers had a hand in writing this book.  Bulleted and numbered lists are used throughout the text.  The text also presents examples in clear, colored blocks.  Visual models are clear and concise.","organization_rating":4,"organization_review":"The book is well-organized with headings, subheadings, and the use of italics and boldface make this book extremely student friendly.  The topics and content presented in this text are clear and in a logical order.  Bulleted and numbered lists are reader friendly and easily understood.  I found having the problem solving chapter appear first in the text stresses the importance and relevance of helping students become natural problem solvers.  Often times texts and even worksheets save problem solving until the end, which poses a problem with students in the classroom.","interface_rating":4,"interface_review":"This book is very easily navigated.  The contents tab and drop down menu allows for the reader to quickly navigate to particular chapters and specific content.  The previous and next buttons located at the bottom of the text allows readers to toggle between chapters very quickly.  All embedded links work as they should and visual models are clear and understandable.  There are no distractors present when trying to navigate the text.  There is no index / glossary offered with this text.","grammatical_rating":5,"grammatical_review":"The text is free from grammatical errors.","cultural_rating":4,"cultural_review":"This text is not culturally offensive in any way.  The final chapter of the text is dedicated to problem based learning and is centered around Voyaging on Hōkūle`a.  The text provides embedded links to culturally relevant videos and models that help illustrate the cultural practices of Polynesians.","overall_rating":9,"overall_review":"This textbook has a solid foundation and is well-organized for it's intended audience, the elementary mathematics pre-service teacher.  This text will help build conceptual understanding of mathematics that will lead to procedural fluency for teachers.  The text also provides clear examples of instructional strategies to be used in today's classrooms.  Methods courses for pre-service teachers will find this text extremely useful and easy to incorporate in elementary mathematics methods instruction.","created_at":"2021-05-13T17:08:27.000-05:00","updated_at":"2021-05-13T17:08:27.000-05:00"},{"id":5117,"first_name":"Perpetual Opoku","last_name":"Agyemang","position":"Professor of Mathematics","institution_name":"Holyoke Community College","comprehensiveness_rating":5,"comprehensiveness_review":"The content in this text is built to help its readers, especially, pre-service elementary education majors learn to think like a mathematician in some very specific ways. The content addresses the subject framework in a complete yet concise manner.  Although it does not provide an effective index/or glossary, LCD was not extensively tackled using factor tree, multiples or tables to express it, I still give props to the author since there are a lot of pictorial examples and a question bank for most of the various concepts. Furthermore, Dots and Boxes game on chapter 1 was very engaging and fun.","accuracy_rating":5,"accuracy_review":"This text is very accurate and informative using a variety of felicitous examples to suit a diverse student population.","relevance_rating":4,"relevance_review":"Conventional concepts are presented in a current and applied manner which allows for easier association with similar organized and retained information. This text could use some updated fraction problems and examples involving mixed numbers. Some of the YouTube videos have no sound at all.","clarity_rating":4,"clarity_review":"Content material was presented in an easy to understand prose. Introduction of concepts and new terms were usually done by association or relevant previous knowledge. Some of the concepts like Multiplying Fractions, have YouTube videos embedded in the introductions.","consistency_rating":5,"consistency_review":"Terminologies and framework are consistent throughout the text. The use of different notations were consistent throughout the various chapters and subunits.","modularity_rating":4,"modularity_review":"This text has easily divisible content as stand alone subunits. However, numbering these chapters and subunits would have gone a long way to help its readers.","organization_rating":5,"organization_review":"The topics in this text are organized from basic to complex concepts in a logical, clear fashion.","interface_rating":5,"interface_review":"This text has an awesome interface (Online, PDF and XML). Moreover, it is untainted by distractions that may confuse its reader. Hyperlinks should have been included in the content.","grammatical_rating":5,"grammatical_review":"I did not spot any grammatical errors in this text.","cultural_rating":5,"cultural_review":"This content material contains no recognizable cultural insensitivity. It could use more examples involving modern affairs that are inclusive of diverse backgrounds.","overall_rating":9,"overall_review":"I truly love the concise format of this text and how many different examples it uses to explain the concepts. The Geometry of Arts and Science and Tangrams were so informative with fun activities. It's easy to tell when one example ends and another begins, although index/or glossary and a system of links from the table of contents would be greatly appreciated. I did not see Points on a Coordinate Plane. Additionally, the number of exercises per section is too small. Of course this can be remedied by adding more. As with any textbook, the reader will need to supplement certain sections and clarify particular terms and concepts to best fit their situation.  Pre-service elementary education majors could transition to this book fairly easily and successfully teach K-6 students in the United States in alignment with current Common Core Math Standards.","created_at":"2021-06-17T22:44:12.000-05:00","updated_at":"2021-06-17T22:44:12.000-05:00"},{"id":34410,"first_name":"Fred","last_name":"Coon","position":"Assistant Professor","institution_name":"Anderson University","comprehensiveness_rating":5,"comprehensiveness_review":"The text covers all major points to help develop future teachers.","accuracy_rating":5,"accuracy_review":"Text appears to be accurate.","relevance_rating":4,"relevance_review":"The content is consist with concepts that elementary teachers should know. The methods are small in diversity.","clarity_rating":5,"clarity_review":"Topics where well explained.","consistency_rating":5,"consistency_review":"Text appears to use understandable and consistent terms.","modularity_rating":5,"modularity_review":"Units appear to be mostly independent and can be used as stand alone units.","organization_rating":5,"organization_review":"The topics are presented in a manner that build on each other but can be rearrange if desired.","interface_rating":5,"interface_review":"Interface was useful and aided in navigating text.","grammatical_rating":5,"grammatical_review":"I found no errors.","cultural_rating":5,"cultural_review":"The text has no culturally insensitive or offensive items that I noticed.","overall_rating":10,"overall_review":"I would like to have seen more diversity in methods discussed.","created_at":"2023-02-16T10:32:38.000-06:00","updated_at":"2023-02-16T10:32:38.000-06:00"},{"id":34512,"first_name":"Sandra","last_name":"Zirkes","position":"Teaching Professor","institution_name":"Bowling Green State University","comprehensiveness_rating":4,"comprehensiveness_review":"The text covers whole numbers, fractions, decimals, and operations well, and it provides some topics in geometry and algebraic thinking.  However, the topics of ratio, proportion, and percent, as well as a more thorough coverage of geometry and measurement are missing.","accuracy_rating":5,"accuracy_review":"All information in the text is mathematically accurate and the writing and diagrams are error-free.","relevance_rating":4,"relevance_review":"While all of the information in the text is accurate and thought-provoking, some specific approaches are outdated with respect to the current standards and pedagogy.  Approaching the concept of place value through the \"Dots and Boxes\" method, without reference to base ten blocks that are overwhelmingly used in the elementary math classroom, limits the coverage of this important topic.  Similarly, approaching fractions using the \"pies and kids\" scenario is not consistent with the standards which emphasize the understanding of all fractions as iterations of unit fractions.","clarity_rating":5,"clarity_review":"The text is written using clear and understandable prose that is both mathematically accurate and accessible to college level pre-service teachers.","consistency_rating":5,"consistency_review":"The text has a clear organization and focus and uses consistent approaches and terminology throughout.","modularity_rating":4,"modularity_review":"Much of the text is easily divisible into smaller subsections for student use.  With respect to reorganization and realignment for a particular course, while some topics are revisited at appropriate points in the text, if those original topics were not covered in the course, revisiting the topic may not provide enough basis for the new topic.  For example, the understanding of decimals is highly reliant on a student's understanding of the Dots and Boxes approach to place value earlier in the text.","organization_rating":5,"organization_review":"The topics in the text are organized in a logical way that is consistent with the structure of a typical mathematics education course.","interface_rating":4,"interface_review":"Navigating the text itself was seamless and intuitive.  However, the videos that I viewed had poor visual quality and there was no audio.","grammatical_rating":5,"grammatical_review":"The text is well written with no grammatical errors.","cultural_rating":5,"cultural_review":"There is no apparent cultural insensitivity in the text.","overall_rating":9,"overall_review":"This text has a problem solving focus and emphasizes deep thinking and reasoning about mathematics.  Its approaches are clear and understandable.  While its approaches are mathematically correct and thought-provoking, it is missing some key topics such as ratio, proportion, percent, and a more thorough coverage of geometry and measurement, as well as some standards-based approaches such as base ten blocks and understanding fractions as iterations of unit fractions.","created_at":"2023-04-14T10:25:16.000-05:00","updated_at":"2023-04-14T10:25:16.000-05:00"},{"id":34523,"first_name":"Kevin","last_name":"Voogt","position":"Assistant Professor","institution_name":"Grace College","comprehensiveness_rating":4,"comprehensiveness_review":"There seem to be subjects missing that are typical of the common core mathematics for elementary teachers texts (e.g., Ratios/Proportions, clear Partitive/Measurement division ideas, percentages, certain ideas in Geometry, Measurement).","accuracy_rating":5,"accuracy_review":"I did not find mathematical errors in the text during my review.","relevance_rating":3,"relevance_review":"I think there is need for quite a few updates to the text in regards to what is covered in elementary mathematics through the common core. The topics listed in my review of the Comprehensiveness above are just a start. I also see a need to add more activities to each section where prospective elementary teachers could do more exploration of the mathematics rather than what seems to be a more traditional approach of having the text explain it followed by problem sets alone.","clarity_rating":5,"clarity_review":"The wording was quite clear and had nice explanations throughout.","consistency_rating":5,"consistency_review":"It seems consistent throughout - with recurrent use of the same technical terms as needed.","modularity_rating":4,"modularity_review":"There were a few issues with being able to assign the texts at different points within the course, as is the case for many math texts, in that many of the sections rely heavily on prior knowledge. If reorganization were to occur, there would be some need to re-structure how certain sections are taught.","organization_rating":4,"organization_review":"The text lacks much of the wonderful mathematical connections that could be made between ideas. While some connections are made, they seem a little outdated at times. I also think it would make more sense to have the properties of operations within their corresponding sections on operations rather than after all 4 operations are introduced.","interface_rating":5,"interface_review":"I did not see any issues with the interface. It was pretty user-friendly.","grammatical_rating":5,"grammatical_review":"I did not notice any errors during my review.","cultural_rating":5,"cultural_review":"I did not see anything insensitive or offensive in the text.","overall_rating":9,"overall_review":"The text is just a small sampling of the many methods that could be used in teaching these mathematical ideas. I would have liked to see more activities for elementary teachers built into the lessons in each chapter as a means for learning and exploring ideas to facilitate more discussion as this text is used. There also are so many more connections that could be made between mathematical ideas that were lost a bit, especially with the general organization. On the whole, it is a nice resource and I could see it as useful for students studying for their certification exams to get some perspectives on the mathematical ideas they might encounter.","created_at":"2023-04-20T14:09:52.000-05:00","updated_at":"2023-04-20T14:09:52.000-05:00"},{"id":35683,"first_name":"Amrit","last_name":"Thapa","position":"Assistant Professor","institution_name":"Eastern New Mexico University","comprehensiveness_rating":4,"comprehensiveness_review":"The text addresses important topics in elementary mathematics, specifically designed for teachers. However, the textbook lacks an index or glossary.","accuracy_rating":5,"accuracy_review":"Content is accurate and unbiased.","relevance_rating":3,"relevance_review":"The textbook provides illustrations for various concepts, but it relies more on semi-concrete representations than on concrete ones. It would be beneficial if the textbook guided preservice teachers to represent elementary mathematics concepts starting with concrete representations and gradually advancing to semi-concrete and abstract representations. Additionally, connecting concepts to real-world examples would enhance understanding. Although the textbook attempts to include relevant examples, they are quite limited in exposing students to a variety of real-world contexts that would engage them, such as games, daily activities, cultural experiences, and social media.","clarity_rating":4,"clarity_review":"The textbook is easy to read and clear.","consistency_rating":4,"consistency_review":"The textbook is internally consistent.","modularity_rating":4,"modularity_review":"The textbook is divided into smaller sections based on topics and concepts.","organization_rating":4,"organization_review":"The topics are sequenced in logical fashion/order.","interface_rating":2,"interface_review":"Images are blurry and could be much better with a better resolution of pictures and drawings.","grammatical_rating":5,"grammatical_review":"There are no grammatical errors.","cultural_rating":5,"cultural_review":"There are no culturally insensitive or offensive elements present in the textbook. It is entirely focused on content related to elementary mathematics for mathematics teachers. While it includes some real-world examples, such as pizza, it avoids any cultural or racial topics.","overall_rating":8,"overall_review":null,"created_at":"2025-11-29T21:41:57.000-06:00","updated_at":"2025-11-29T21:41:57.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/mathematics-for-elementary-teachers","updated_at":"2025-12-15T02:31:40.000-06:00"},{"id":421,"title":"Project Management for Instructional Designers","edition_statement":null,"volume":null,"copyright_year":2018,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial-ShareAlike","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology. This book is based on a pre-existing openly licensed textbook which was donated to the commons by a benefactor that desires to remain anonymous, and has been collaboratively revised and remixed by faculty and students at Brigham Young University.","contributors":[{"id":4059,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Bobbie","middle_name":null,"last_name":"Sandberg","location":"Brigham Young University","background_text":"The third edition of Project Management for Instructional Designers was adapted to EdTech Books as part of Royce Kimmons' IPT 531: Introduction to Open Education class at Brigham Young University during Fall term 2022. Contributors included: Bobbie Sandberg"},{"id":5065,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Royce","middle_name":null,"last_name":"Kimmons","location":"Brigham Young University","background_text":"Royce Kimmons"},{"id":5066,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Rebecca","middle_name":null,"last_name":"Zundel","location":"Brigham Young University","background_text":"Rebecca Zundel"}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":319,"url":"https://pm4id.pressbooks.com","year":null,"created_at":"2018-09-07T12:22:38.000-05:00","updated_at":"2020-01-02T22:31:15.000-06:00","name":"David Wiley"}],"formats":[{"id":4367,"type":"Online","url":"https://edtechbooks.org/pm4id","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":509,"type":"PDF","url":"https://edtechbooks.org/pm4id","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":510,"type":"eBook","url":"http://opencontent.org/resources/pm4id.epub","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4","textbook_reviews_count":12,"reviews":[{"id":890,"first_name":"Will","last_name":"Monroe","position":"Interim Co-Director for the Library and Information Technology","institution_name":"LSU Law Center","comprehensiveness_rating":4,"comprehensiveness_review":"Text is designed to provide an overview of project management principles in instructional design.  Although it is distinguished from project management certification preparation, it opens each chapter with references to foundational texts used for preparation for project management certification.  The book provides an excellent glossary but no index.","accuracy_rating":5,"accuracy_review":"Extensive footnotes are provided throughout the text allowing the reader to check the accuracy of the content.  Also, the authors emphasize the importance of source materials used for certification exams and authored by professional organizations (i.e., Project Management Institute [PMI]).","relevance_rating":5,"relevance_review":"The content is up-to-date and is aligned with project management certification exams as well as the Project Management Body of Knowledge (PMBOK).  Although the text is organized to fit a chronological sequence, the well-organized text will be more straightforward to update as the content area changes.  Also, the authors emphasize that the text is the product of numerous contributors, invite further contributions from readers, and direct them to the first author (David Wiley).","clarity_rating":5,"clarity_review":"Although the topic is abstract, the prose is clearly written and edited consistently throughout the book.  New terminology is introduced throughout the book but is always immediately defined.  Also helpful is the inclusion of a glossary in each chapter.","consistency_rating":5,"consistency_review":"The authors organize each chapter in a consistent fashion by identifying learning objectives, glossary words, example scenarios, and \"key takeaways\".  The content itself is also similarly consistent.  The framework for the text draws heavily from source materials produced by the professional certification organizations.","modularity_rating":5,"modularity_review":"The text is divided into chapters of approximately equal length.  The chapters contain all all of the topics covered in the Project Management Book of Knowledge (PMBOK), a foundational text from the Project Management Institute (PMI).  The chapters are further divided into sections for learning objectives, glossary words, example scenarios, and key takeaways. ","organization_rating":5,"organization_review":"The chapters are organized in a chronological pattern, corresponding to the order in which an instructional designer would be called on to use the principles as a practitioner.  For example, an instructional designer would be required to develop a \"project profile\" (Chapter 2) before considering \"project phases and organization\" (Chapter 3).","interface_rating":4,"interface_review":"The authors included several features that make browsing, reading, and careful study easier.  First, the format of the book is explained in the Introduction.  Also, the text provides an informative table of contents that follows a chronological sequence, the order in which a project manager for an instructional design project could expect to encounter them.  Each individual chapter is further subdivided sections that facilitate careful study such as learning objectives, glossary words, example scenarios, and \"key takeaways\".  The inclusion of images, charts, and diagrams might have enhanced the book.","grammatical_rating":5,"grammatical_review":"The text is free of grammatical errors.","cultural_rating":3,"cultural_review":"The text does a fine job of explaining the subject matter and providing examples from real-file practitioners about their experiences with project management on instructional design projects.  However, in future revisions of the book, it would be desirable to have examples of practitioners from a wider variety of backgrounds.","overall_rating":9,"overall_review":"Project Management for Instructional Designers is a unique text made all the more valuable by the author's constant updates.  I found it reassuring to know that the author is also an instructor who uses the text in his classes along with his co-authors, current and former students.","created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":964,"first_name":"Peggy","last_name":"Quesenberry","position":"Trainer/Instructor II","institution_name":"Virginia Tech","comprehensiveness_rating":5,"comprehensiveness_review":"This text is quite complete in covering project management tasks from initially  identifying problems with the client through completion and final report. There is a section related to working with the client when suggestions are made and perhaps the client doesn't quite understand. I haven't seen a text that actually names this potential problem, and this type problem does arise at times.\nThe  DARNALL-PRESTON COMPLEXITY INDEX is strongly mentioned and is used as a guide. Others may not find this to be their choice of tool, but in general it works for a wide variety of projects.","accuracy_rating":4,"accuracy_review":"Video recordings are a great lead in to the second chapter. Here the reader, and listener, receives a variety of experiences for a number of different viewpoints. Projects vary, it is the nature of the world that no two will be the same and it is extremely important this is acknowledged.\n","relevance_rating":5,"relevance_review":"Who likes to read long books? This one covers a wealth of information, and really does not use filler phrases and useless sentences or duplicated material. This text could not be much shorter and be as informative.","clarity_rating":4,"clarity_review":"If I had to select one sentence to cover my impression of this text it would be this one: \"The foundation of a sound project execution plan is an assessment of the project environment.\" While it seems a simple sentence, when broken down for project management, planning, execution, and completion, it sums it up simply and completely.  \n\nThis test is an good read, terms are explained as they are encountered so the reader sees immediately how, when, and where they are relevant which makes them easier to remember.","consistency_rating":5,"consistency_review":"Well done.","modularity_rating":4,"modularity_review":"This text is well arranged so that topics are contained within chapters, and readily assigned at different points with a course. However, for full understanding, reading in order of presentation will be more beneficial.","organization_rating":5,"organization_review":"Defining the Project Manager's responsibilities and duties is right at the beginning of the text and sets the tone for the balance of the test with accurate, detailed (but not boring) information. ","interface_rating":5,"interface_review":"Readers should have no problem moving through the text and videos. There are no hidden unpleasant surprises. \nI read several chapters out of sequence to see if I had issues with understanding the material. A couple of times I did find myself looking back for a definition of a phrase or term used. However, in general this is a good reference text, as well as a teaching text.","grammatical_rating":5,"grammatical_review":"I found no huge issues with grammar. ","cultural_rating":5,"cultural_review":"I found no instances of cultural or insensitive information or in the examples.\nOf course, each reader views with a different lens, but I do not think this text will\nbe offensive to readers.\nMaterial contained is appropriate for most all project management programs or classes,\nand the information could be applied to a wide variety of clients, projects, and problem solving cases.","overall_rating":9,"overall_review":"I was surprised to find The Myers-Briggs Type Indicator (MBTI) included within the text. Personality traits are often key in a successful project, and this is an area that should be addressed, though many textbooks do not do so.","created_at":"2017-02-08T18:00:00.000-06:00","updated_at":"2017-02-08T18:00:00.000-06:00"},{"id":1135,"first_name":"Laura","last_name":"Pasquini","position":"Lecturer","institution_name":"University of North Texas","comprehensiveness_rating":5,"comprehensiveness_review":"This book is designed to frame learning design principle in a project management format. Although there are foundational items shared around project management Professional (PMP) certification that is not the intention of this textbook. The Guide to the Project Management Body of Knowledge (PMBOK) offers a solid framework for project management planning within the domain of instructional design. In thinking about the learning design process, PMBOK allows for readers to understand how consulting principles of project management can support the workflow of learning development and planning.","accuracy_rating":5,"accuracy_review":"Instructional designers often wear the same hat as a project manager, so it is great to see this textbook weave in the managing and delivering of learning design with the teaching/learning models. There are a number of references (via footnotes) and resources shared to allow for learners to gain further understanding about these concepts.","relevance_rating":4,"relevance_review":"I believe instructors, faculty, and instructional designers will find this textbook offers a foundation to project management for learning design that will be relevant over time. In looking at the structure and length of the text, some sections are repetitive or seem to identify points in a longer format. If an update to this textbook was completed, I would encourage the contributors to consider pairing down the next iteration.","clarity_rating":5,"clarity_review":"Authors offered learning objectives to provide an overview and a set of key takeaways to ensure the main ideas were identified in each section of the book. With a complex topic and a number of ideas, this organization is helpful for learners to focus on central concepts and frameworks in the textbook. Any jargon, technical communication, or information is explained, referenced in the glossary, or identified further reading in the footnotes.","consistency_rating":5,"consistency_review":"For an edited book with various contributors, there seemed to be a consistent flow of ideas, information, and tone. This textbook breaks the central ideas of planning, management, and execution of the instructional design process for learners by pairing applied examples with theories and frameworks.","modularity_rating":5,"modularity_review":"The textbook chapters and sections could be itemized into single modules if selected for teaching and learning in a course/training workshop. The learning objectives can be cross-mapped to your learning outcomes/objectives to determine for textbook inclusion or relevance for your own curriculum.","organization_rating":5,"organization_review":"The chapters and sections of each chapter are clearly presented in the chronological order an instructional designer would approach a learning design project.","interface_rating":4,"interface_review":"The multi-media pieces to the textbook were interesting; however, I would have preferred to keep these with the appendices at the end of the textbook. I liked the glossary of terms at the end of the book. The only item missing is an index for quick search or reference for a topic. I much prefer to read this version of the textbook, housed on PressBooks: https://pm4id.pressbooks.com/","grammatical_rating":5,"grammatical_review":"I did not have any particular concerns about grammatical errors for this textbook. There were only a couple of minor formatting issues with text layout of the book found in Chapter 2.","cultural_rating":4,"cultural_review":"This textbook identifies a wide array of examples, subjects, and challenges you might encounter when managing an instructional design project; however, examples and videos included in this resource may want to be added to help other practitioners/educators identify better. Perhaps videos and narratives beyond the BYU institution could be shared and also perspectives from a broader cultural background as well.","overall_rating":9,"overall_review":"With the wealth of knowledge being shared in learning sciences and instructional design, I think the concept of a curated and remixed textbook is an excellent contribution the field. Written content, videos, and external references for this textbook iteration provide learners and early career practitioners a strategic guide for managing learning design effectively.","created_at":"2017-04-11T19:00:00.000-05:00","updated_at":"2017-04-11T19:00:00.000-05:00"},{"id":1139,"first_name":"Rose","last_name":"Baker","position":"Assistant Professor","institution_name":"University of North Texas","comprehensiveness_rating":5,"comprehensiveness_review":"The book is well-designed for the intended audience of instructional designers. Presentation of topics such as systems theory, Darnall-Preston Complexity Index, and the real-world examples give a foundation to instructional designers to improve their understanding of how the project management concepts and projects are part of the organization system.","accuracy_rating":4,"accuracy_review":"The content of the book that is referenced for The Project Management Body of Knowledge (PMBOK) Guide is accurate for the year of citation. Since the citation, PMBOK has been updated to have a greater emphasis on stakeholder management; a topic that would be relevant to instructional designers as they work with their audience for the instructional materials. Further updates of PMBOK shift the emphasis from human resource management to resource management to encourage consideration of work, materials, and cost resources that are important to projects. The first chapter reinforces the importance of meeting or exceeding a client's expectations. This would be supported by the addition of the stakeholder management aspects from PMBOK. The subsequent chapters provide concepts from the body of knowledge about project management in a manner that is very supportive of instructional designers learning about managing instructional design projects.","relevance_rating":4,"relevance_review":"The content is accurate and long-standing. Although the PMBOK guide has been updated, the core concepts have remained and are reflected within the text. Presentation of topics such as emotional intelligence, leadership styles, and personality indicators are timeless. The inclusion of software for managing the project could be expanded. The examples are likely limited to those at the time of the latest revision of the text.","clarity_rating":3,"clarity_review":"The presentation of the terms and their definitions in context are helpful to the novice reader to understand the sometimes complex topics within project management. Basing the concepts within the real world examples gives situational reference and would likely improve understanding and knowledge retention. At times there are examples that could make the reader pause to think about why or what it means or why it was included. Most of the examples are relevant and have opportunities for an instructional designer to think about an educational context. Common-experience examples (I.e., packing and moving) have the potential to reduce the cognitive load of the material and allow for improved transfer to other contexts. More instructional design examples within the text would most likely be advantageous for the target audience. The three examples at the start of each chapter are helpful to explain circumstances and conditions that an instructional designer would likely experience.","consistency_rating":5,"consistency_review":"The use of learning objectives and key takeaways within each chapter section give excellent direction to the novice reader and reinforce the concepts for the more advanced project manager or instructional designer.  The numerous examples give context to allow the reader to relate the new information to prior knowledge.","modularity_rating":5,"modularity_review":"The text does not need to be read from front to back. There is not a requirement to read one chapter before another to understand the concepts presented. Project management does have some build of concepts; however, the text is presented in a manner that does not necessitate linear access.","organization_rating":5,"organization_review":"The chapters are presented in an order that is relevant to an instructional designer who would be managing a design project. The importance of the audience for the project, who the client is and the organization's complexity, are presented early in the text to reinforce to the designer that the product is centered on the audience and the organization.","interface_rating":5,"interface_review":"The book's interface is very clear. Both the PDF and ePub were easy to navigate and access the information with the charts, images, and references. The ePub allows for the reader to take notes.","grammatical_rating":5,"grammatical_review":"The text appears clear of grammatical errors. ","cultural_rating":5,"cultural_review":"The book provides definition and examples or cultural understanding that is necessary in project management. The text of the book could be used globally. Even though many of the examples are based in the United States, the authors have included international cases and stories.","overall_rating":9,"overall_review":"Inclusion of systems theory and self-organization is helpful for instructional designers to understand that the project is part of the larger system and as the project evolves, so does the organization. A project is part of the larger complex system. Presentation of the Darnall-Preston Complexity Index supports the instructional design project manager's thinking about how the project is part of the system and how to manage the change.","created_at":"2017-04-11T19:00:00.000-05:00","updated_at":"2017-04-11T19:00:00.000-05:00"},{"id":1540,"first_name":"Ghizzi","last_name":"Dunlop","position":"Learning technologist","institution_name":"University of the West of England","comprehensiveness_rating":5,"comprehensiveness_review":"This text is more than comprehensive enough as an introduction to project management for the needs of Instructional designers in the Higher Education sector here in the UK. I cannot speak to the private sector or workplace educational systems. I particularly liked the relation of Project Management approaches to pedagogical drivers and the instructional designers purpose and focus. The flow and structure to the text is logical and well paced, the structured Learning outcomes and Key takeaways familiar and easy to follow for learners. I accessed the pdf version and found the glossary complete, but would have liked it to be more accessible i.e. hyper linked with first use of term in text.","accuracy_rating":4,"accuracy_review":"I did not encounter any inaccuracies. Bias is more difficult as it is a question of perspective. As a teacher and instructional designer who uses project management as an aspect of their daily workflows, I want to use the processes of PM but am focussed on the educational. I find it useful but am not always as engaged as I should be in the reading here, generally my fault not the texts.","relevance_rating":5,"relevance_review":"I cannot see that the relevance will change much over the next few years, good practice is good practice. As instructional design teams will benefit from the project managers experiences for a long time to come.","clarity_rating":3,"clarity_review":"It is clearly written despite being multi author. Well laid out, straightforward language, clear glossary of new terminology (though I would prefer the first use to be directly linked to the term or to ToolTip/Alt text it for Screenreader/Keyboard navigators and better use for all learners).","consistency_rating":4,"consistency_review":"The internal text is consistent in structure, delivery and use of terminology","modularity_rating":4,"modularity_review":"It would be simple to re organise content to fit with a preferred modular organisation, chapters and content are clearly defined.","organization_rating":5,"organization_review":"Progression through the content is logical and develops learners thinking in a clear, structured and relatable manner.","interface_rating":2,"interface_review":"I accessed the pdf and the audio recording alternatives for chapters. \nI do have an accessibility issue with the images/graphical content, charts, diagrams, as no ALT Text/Tooltips are provided. The audio recordings alternative for the chapters is simply a recording of a screenreader/voiceover with a basic level of speed control (but only if you can see to adjust a slider), it is not searchable nor clear how the audio user accesses the Glossary mid stream etc. Making the Pdf accessible to users own preferred technology for access directly would be better accessibility practice.\nAccessing the Glossary look up whilst reading was similarly annoying for users to back and forth on a digital pdf and inaccessible for many using supporting technologies. Please add in terminology Tooltips/ALT Text and/or hyper link to glossary terms.","grammatical_rating":4,"grammatical_review":"I accept authors American English ;)","cultural_rating":1,"cultural_review":"Personally I think some more inclusive and diverse image sourcing is needed here. Only 3 images with non-white participants, all depicted in lesser roles, noticeable gender imbalance too and no differently abled represented either. Unfortunately another WMM dominated area clearly represented, need to give a better lead in diversity, inclusivity and accessibility in 'Open' generally and education essentially!","overall_rating":7,"overall_review":"I am grateful it is openly available and think the content is pertinent and useful. However, I think it unfortunate that it has the issues I have highlighted above, as it would then be an excellent resource I would not hesitate to recommend to colleagues.","created_at":"2017-08-15T19:00:00.000-05:00","updated_at":"2017-08-15T19:00:00.000-05:00"},{"id":1799,"first_name":"Megan","last_name":"Kohler","position":"Lecturer/Learning Designer","institution_name":"The Pennsylvania State University","comprehensiveness_rating":4,"comprehensiveness_review":"Overall this textbook a great introduction to project management. It’s light, easy to follow, and provides valuable information to the readers. I personally felt it was a little light on connecting project management to instructional design, but it is ‘open’ enough that a reader/learner would be able to apply the information to their chosen field. I also felt that there were several scenarios or case studies that were introduced but never fully explained. A few sentences to relay the outcomes of the situation and to connect it more closely with the context would have made for smoother transitions. ","accuracy_rating":4,"accuracy_review":"The text is very detailed with regard to the numerous references and project management terminology provided to the reader. It’s clear the team working on this put in the work to ensure the information was accurate. There are a few instances which seem to relay or summarize the research without a deeper discussion of the information. It would be nice to see the contributing authors expand upon those ideas or to apply them to a case study.","relevance_rating":4,"relevance_review":"It’s good, the stories at the beginning of the chapters are a nice way to connect with the content. I believe these could have been more effective if they were turned into case studies in order to see how the concept described could be applied to different scenarios resulting in different outcomes. Perhaps introduce the situations as a challenge at the beginning of the chapter, provide the relevant information and then revisit the situation to discuss the choices made and the outcomes of each. But overall the content provided a nice introduction to project management. ","clarity_rating":4,"clarity_review":"Each chapter starts with learning objectives to clearly communicate to readers the main concepts of the chapter in addition to a brief introduction paragraph. This is a nice way of beginning each section with very clear expectations. The audio recordings are more like an automated recording, which is fine, but unimpressive. ","consistency_rating":4,"consistency_review":"The text does have a consistent approach in place. Each chapter starts with learning objectives, has key terms that are bold and italicized, and has a clear convention in place for handling section headers. ","modularity_rating":4,"modularity_review":"The chapters are well selected with nice subsections. It would be easy for an educator to assign specific chapters from this text. The length of the chapters is also a nice attribute. It feels like you are learning a great deal of information while progressing very quickly through the text.","organization_rating":4,"organization_review":"The organization of the text was nice and it flowed from one topic to the next.  ","interface_rating":4,"interface_review":"The interface is clean and very simple. Images are not distorted. Some have different justifications, but that is a small issue. I am concerned about the accessibility of this resource as it appears to be lacking the appropriate accommodations for non-sighted users. ","grammatical_rating":4,"grammatical_review":"Overall the text is well written, especially given the fact there were multiple authors. There were a few small spacing issues that I noticed, but they are a small consideration and a reader would be able to successfully progress through the information despite them. ","cultural_rating":3,"cultural_review":"This textbook could benefit from a greater variety of examples relating to other cultures.  ","overall_rating":8,"overall_review":"I think this will serve as a nice resource for instructional design students who wish to learn more about project management. I would like to see the authors review and update the text based on the feedback provided. It’s a good resource, but it has the potential to be a great one. I also think adding some visuals to help readers understand the phases of project management would be helpful.","created_at":"2018-02-01T18:00:00.000-06:00","updated_at":"2018-02-01T18:00:00.000-06:00"},{"id":2032,"first_name":"Simon","last_name":"Ringsmuth","position":"Faculty Member, Teaching Support Specialist, and Instructional Designer","institution_name":"Oklahoma State University","comprehensiveness_rating":5,"comprehensiveness_review":"The book is quite thorough in how it addresses the various aspects of Project Management, and I appreciated how each chapter mentioned specifically how it applied to the PMBOK (the standard text for Project Managers) and related to the types of questions one is likely to find on the Project Management Professional exam. The chapters are comprehensive and organized into sub-sections that further address different aspects of Project Management, and the glossary at the end is quite thorough. There is no index to help readers find specific subjects and topics in the book, though the Table of Contents is quite thorough.\n\nOverall I would say that yes, this book does cover all the relevant areas of Project Management appropriately.","accuracy_rating":5,"accuracy_review":"The content of this book is, as of my reading, quite accurate as well as free of errors and certainly unbiased. I detected no instances of inherent bias in the book other than that the three case study examples provided at the beginning of each chapter were all associated with Brigham Young University. However the content of their contributions to the book was not biased in any way as far as I could tell, and their examples served to augment the text fairly well. The information throughout the textbook was accurate to the best of my knowledge, and this is a subject I have been teaching at Oklahoma State University for the past four years so I tried to keep a keen eye open for any inaccuracies or misstatements. I would feel confident in the validity of this text for an instructor looking to offer students an inexpensive yet authoritative textbook for a Project Management class.","relevance_rating":3,"relevance_review":"Most of the information in the book is informative and up-to-date with one glaring exception which I describe in the following paragraph. Aside from this one instance, the information was as current as I would expect from any Project Management textbook and many of the principles such as planning, scheduling, budgeting, and dealing with quality would apply in most situations regardless of when the instructor would be teaching. I could easily see this textbook being used for many years without significant updates in this regard.\n\nHowever...\n\nChapter 6 is called \"Communication Technologies\" and some of the information contained therein is already out of date. It's a bit strange to me that the chapter isn't called \"Communication\" and focuses on general principles and best practices of communicating, but rather chooses to focus specifically on technologies that facilitate project communication. Slack, currently one of the most widely-used software tools for project communication, is not mentioned once but space is given to discussing things like RSS Feeds and SMS Text-Messages as viable communication tools. In the opening video of Chapter 6 one of the individuals interviewed specifically discusses her team's use of Flash for presenting video, but Flash has been deprecated by Adobe and abandoned by almost all modern video platforms in favor of HTML5. Other information in the chapter is somewhat useful, but even the widely-used Microsoft Project software is only given a cursory mention.\n","clarity_rating":4,"clarity_review":"As the subject of the book is Project Management, the text is quite appropriate for any student or instructor of that discipline. The writing style is clear and straightforward, and information is presented in a context that helps make sense of what is being said. Aside from the three ongoing BYU case studies that open each chapter, many Case Study examples are sprinkled throughout the book that help illustrate or reinforce the concepts being explored. One example of this is on page 116 with the training organization in South Carolina, and while it's possible that these Case Study examples are fictional they nonetheless do help provide adequate context for the rest of each chapter in which they are used.\n\nI should note that it would be nice to have some sort of visual indicator for these small Case Study examples that are used throughout the book. Perhaps enclosing them in a text box or using indentations to visually separate them from the rest of the chapter would provide additional clarity.\n","consistency_rating":4,"consistency_review":"The book is highly consistent throughout each chapter and when viewed as a whole. Each chapter follows a similar format, and each chapter opens and closes with information and summaries that neatly bookend the text contained therein. Each chapter is unique but feels like an indelible part of a cohesive whole, in terms of terminology and structure. Terms and theories overlap from one chapter to the next, which provides a sense of consistency to the reader.\n\nThe placement of some chapters feels a bit off, such as Chapter 7 which covers \"Starting a Project.\" This chapter seems as though it should be placed much earlier in the book, but nonetheless the information and structure of the chapter are highly consistent with how the rest of the book is written.\n","modularity_rating":5,"modularity_review":"I would say that the modularity of this textbook, along with the quality of the information provided (except for Chapter 6) would be one of its biggest strengths. Each chapter could easily function on its own but yet fits in quite nicely with the text as a whole, and I would feel quite comfortable using individual sections or chapters to supplement the Project Management course I currently teach. Each chapter is further subdivided into useful chunks of information, which are in turn organized by clear easy-to-understand subheadings. There are very few enormous blocks of unbroken text and even sub-sections of each chapter could be slotted into existing curricula without missing much from the larger textbook.","organization_rating":4,"organization_review":"I'm not quite sure what to say about this particular question. On one hand the information does flow logically from one section to the next, but on the other hand some chapters feel like they are poorly placed. (i.e. Chapter 7 which I mentioned earlier.) On the other hand it seems odd that the authors did not more closely follow the Ten Knowledge Areas of Project Management that are clearly delineated in the PMBOK. While topics such as Integration Management and Stakeholder Management are woven throughout several chapters, it seems logical that they would each have their own chapter as that is how they are presented in the PMBOK. Meanwhile, other Knowledge Areas such as Procurement, Risk, and Quality are given their own chapters which is what one would expect in a textbook such as this.\n\nThis leaves me with the conclusion that, while the material is quite logical in its own right, it is perhaps not organized in the most helpful fashion for someone who would be closely following the same topics in the PMBOK.\n","interface_rating":4,"interface_review":"Textbook interface is fine, and I had no issues with navigation problems, distortion of text, etc. Some of the photos (all of which appeared to be from publicly-available Flickr albums) were not the highest quality and the design and coloring of charts and graphs was not consistent across the book, but I don't believe either of these presents a significant barrier for someone interested in using this textbook in a course of study.","grammatical_rating":5,"grammatical_review":"I did not notice any outstanding grammar or spelling issues.","cultural_rating":5,"cultural_review":"The information was, as far as I could tell, not culturally insensitive or offensive. In fact, the mini case study examples used throughout each chapter were taken from various locations around the world such as South Africa and Peru.","overall_rating":9,"overall_review":"While I do think this is a high quality textbook that would be a fine instrument to supplement (or even serve as the main text of) a Project Management course, the elephant in the room here is that despite being titled \"Project Management for Instructional Designers\" the book as a whole has very little to do with instructional design. The three ongoing BYU Case Studies that open each chapter are all clearly aimed at instructional designers, but the text of each chapter focuses on Project Management principles in general and makes little mention of how the concepts relate to instructional design. There are unique issues and challenges that instructional designers face, particularly with regard to communication, stakeholder management, and integration management, but these are almost entirely unaddressed in the text of the book.\n\nThis textbook, then, is somewhat of a double-edged sword. On one hand it does a good job of providing a solid overview of Project Management principles and would be applicable in a variety of academic and professional contexts. But on the other hand, an instructional designer would likely find the text to be somewhat lacking in terms of how it specifically addresses in clear, concrete ways, the unique challenges and obstacles of his or her profession.\n","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2059,"first_name":"Norb","last_name":"Thomes","position":"Learning Systems and Services Coordinator","institution_name":"Winona State University ","comprehensiveness_rating":4,"comprehensiveness_review":"The book covers the subject very well. Sections cover all aspects of project management from the initiation of the project through closure. Overall, I would say it presents a good general-purpose definition. I wish it had further integrated instructional design into the text. There were some examples of what happened at schools, but maybe something like a step-by-step creation of the pieces would have made the experience better.This version felt a bit like they took a generic project management text, added a couple cases, and changed the title.","accuracy_rating":4,"accuracy_review":"The book was error free and told the story in an accurate way. There was a problem with images, however. I viewed the book through iBooks on an iPad and didn't see the images. There were placeholders with captions, just no pictures. ","relevance_rating":4,"relevance_review":"The book could use some updates. While stories about paste-up artists were nostalgic for me, I don't know that school-aged readers would understand.","clarity_rating":5,"clarity_review":"You would never guess there were multiple authors. The book flowed well. ","consistency_rating":5,"consistency_review":"Chapter to chapter, the layout was the same. The use of outcomes and key takeaways was excellent.","modularity_rating":5,"modularity_review":"The sections would easily stand alone and could be used with other materials. ","organization_rating":5,"organization_review":"No problems here. ","interface_rating":4,"interface_review":"The images were missing, otherwise all was good.","grammatical_rating":5,"grammatical_review":"The grammar was fine.","cultural_rating":5,"cultural_review":"I didn't see any issues, but read the other reviews. There were comments about the images not showing diversity, but since the images did not show up in my copy, I cannot comment.","overall_rating":9,"overall_review":"Overall, a good overview of project management. I would have liked to have seen instructional design more fully integrated into the prose. ","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2708,"first_name":"Rebecca","last_name":"Frazee","position":"Lecturer","institution_name":"San Diego State University","comprehensiveness_rating":5,"comprehensiveness_review":"This book is extremely thorough and detailed.","accuracy_rating":4,"accuracy_review":"I would like to see a discussion of the differences, considerations, and success strategies for managing projects as an external PM as compared to an internal PM.  ","relevance_rating":4,"relevance_review":"I think the updates should be straightforward unless the external links to youtube videos and audio files are broken. ","clarity_rating":4,"clarity_review":"Yes clearly written, but I may like to see a bit of a lighter tone. Seems very formal.","consistency_rating":5,"consistency_review":"yes very consistently organized. ","modularity_rating":4,"modularity_review":"The content is nicely chunked. However, in some cases it seemed overly modular. For instance, reading about the various project profiles, I felt like it sort of cut short, and perhaps I needed to jump to another area of the book which disrupted the flow. ","organization_rating":4,"organization_review":"If reading as a PDF as I was doing, it might be nice to have the subsections of each chapter listed at the beginning the the chapter (not just in the initial TOC), and make those clickable, so if I'm down in chapter 8 and I can easily see the overview of the entire chapter at a glance and jump forward as needed, without having to go back to the TOC. ","interface_rating":5,"interface_review":"Nice use of clickable TOC, and clickable embedded videos pointing out to YouTube videos and audio files. \r\n","grammatical_rating":5,"grammatical_review":"Fine as is.","cultural_rating":3,"cultural_review":"I didn't examine this area in depth to give an opinion.","overall_rating":9,"overall_review":null,"created_at":"2019-03-28T20:28:57.000-05:00","updated_at":"2019-03-28T20:28:57.000-05:00"},{"id":3525,"first_name":"Scott","last_name":"Mehall","position":"Assistant Professor","institution_name":"Bloomsburg University of Pennsylvania","comprehensiveness_rating":5,"comprehensiveness_review":"This text is very detailed and includes many of the different considerations necessary for managing instructional design projects. This text is almost too comprehensive as I think a condensed version may be better received. ","accuracy_rating":5,"accuracy_review":"Having experience as an instructional designer, I can echo that many of the topics in the text are highly important to the success of any ID project. The project management aspect of ID is the most overlooked, yet most important part of the design and development of any learning activity. ","relevance_rating":5,"relevance_review":"Most of the concepts in this text are highly relevant to instructional designers. There are some sections (i.e. Project Scheduling Software) that will change as time goes on, but the core functions remain the same. The text does a good job of focusing on the underlying concepts (i.e. how scheduling software is used) instead of using the interfaces (i.e. how to navigate the software). ","clarity_rating":5,"clarity_review":"The text is very clear and easy-to-read. With that said, you do need at least a base of general business/organizational terminology in order to understand some parts. ","consistency_rating":5,"consistency_review":"The text is very consistent The layout and structure remained unchanged from section to section. If it wasn't for the section author being listed, I wouldn't have noticed each was written by a different author. ","modularity_rating":5,"modularity_review":"The text is easily divisible into smaller chunks. Some readers may want to choose only some sections of the book - particular if they are not as focused on the Project Management Institute sections of the text.","organization_rating":4,"organization_review":"My only complaint about this text is that it jumps heavily into the Project Management Institute and PM certification at the beginning of the text. A short section that describes why good project management is so useful and critical to ID projects would be a welcomed addition. ","interface_rating":5,"interface_review":"I had no problems navigating through the PDF of the text. I enjoyed that I could click images at different points that led to YouTube videos as well. ","grammatical_rating":5,"grammatical_review":"I did not find any grammatical errors.","cultural_rating":5,"cultural_review":"I did not find anything that could be offensive or insensitive to various backgrounds. I noticed other reviews cited a lack of diversity in the pictures. This must have been addressed, because I found the pictures to show diversity. ","overall_rating":10,"overall_review":"I think this is a book that is highly relevant for anyone who is an instructional designer at the corporate or university level. It is somewhat less relevant to educators or others who are creating learning experiences on their own and without the help of multiple other stakeholders. In general, the book is highly detailed and some of these details will be more relevant to some settings than to others. I learned a lot from this text and felt it reflected many of my own experiences as an instructional designer. ","created_at":"2020-01-18T13:41:16.000-06:00","updated_at":"2020-01-18T13:41:16.000-06:00"},{"id":3550,"first_name":"Samantha","last_name":"Blevins","position":"Instructional Designer \u0026 Learning Architect","institution_name":"Radford University","comprehensiveness_rating":5,"comprehensiveness_review":"This text is comprehensive in that it takes into account the many moving parts of project management and presents them in a way that are logical and easy to understand. It is written in a relate-able way, especially to those within the field of instructional design (ID). Project management, which is critical to success within the ID field is often a piece that is overlooked, as it is often assumed that those in the field already know how to manage large projects.","accuracy_rating":5,"accuracy_review":"I did not find any glaring inaccuracies in the text. On the contrary, the information presented is relevant and helpful for those in the ID field.","relevance_rating":5,"relevance_review":"This text is extremely relevant to the field of ID. While things might change in terms of project management software, the underlying techniques will not, and it is important that those in the ID field acquire project management skills in order to be successful in the field.","clarity_rating":5,"clarity_review":"The text is easy to read and understand. While some terminology could be seen as advanced, most instructional design students are at the graduate level and so it is safe to assume they are familiar with these terms.","consistency_rating":5,"consistency_review":"This book is consistent throughout, with a nice flow. It is easy to assume that it was written by just one author.","modularity_rating":5,"modularity_review":"It would be easy to pick and choose from this text, as some chapters/sections may be more relevant that others.","organization_rating":4,"organization_review":"There is a heavy emphasis on the Project Management Institute at the beginning. However, this could easily be skipped or omitted by the user.","interface_rating":5,"interface_review":"I navigated through this text using a PDF reader and did not have any issues.","grammatical_rating":5,"grammatical_review":"I did not find any grammatical errors in this text.","cultural_rating":5,"cultural_review":"I found that this text is culturally relevant, as diversity is presented both in the images of the text and in the viewpoints presented within the text. ","overall_rating":10,"overall_review":null,"created_at":"2020-01-29T13:28:59.000-06:00","updated_at":"2020-01-29T13:28:59.000-06:00"},{"id":33396,"first_name":"Rob","last_name":"Gibson","position":"Adjunct Professor","institution_name":"Emporia State University","comprehensiveness_rating":4,"comprehensiveness_review":"The book is getting a little dated. I've used this previously for a course and it's a good resource, but it is tailored to the waterfall PM methodology. The currently utilized methodology is Agile and Hyper Agile. Waterfall is great for infrastructure projects and such, but not well suited to IT and learning design applications that are less linear. I would like to see the book be redrafted to include SCRUM.  Moreover, many of the example videos - while good when they were developed - are getting really dated. Again, new personal experience videos would be welcome.","accuracy_rating":4,"accuracy_review":"It's accurate for the context (waterfall). But again, few learning designers use waterfall. More use agile.","relevance_rating":4,"relevance_review":"It's a very relevant topic. PM consistently ranks in the top ten required skills among instructional and learning designers. While I wouldn't say it is obsolete by any means (there is still great information in the text), it does need to be updated to contemporary methodologies.","clarity_rating":5,"clarity_review":"I think the text softens and distills the PMBOK language (which is quite technical and filled with jargon) down to laymen terms. It's easy to ready and grasp the primary concepts. The authors do a good job of relating an abstract concept to the field of instructional design.","consistency_rating":5,"consistency_review":"I found no issues regarding consistency.","modularity_rating":5,"modularity_review":"The text is well organized and presented using the PM framework as chapter sections. The introduction provides an entree to the field of PM, along with the certifications that are possible.","organization_rating":5,"organization_review":"Content is well organized and structured. The PM framework provides a natural information progression, s the authors simply tailored the book to fit that construct.","interface_rating":5,"interface_review":"It's a pleasant book to use and read. Blocks of text is broken up with images, graphs, videos, visuals to make for a more enjoyable read. Again, I've used this book with beginning instructional designers (no PM background whatsoever) and they did just fine with this text.","grammatical_rating":5,"grammatical_review":"I didn't find any glaring grammatical errors.","cultural_rating":5,"cultural_review":"I didn't find any content that would be deemed culturally insensitive.","overall_rating":9,"overall_review":"Probably the best OER resource available for this topic. Has been for quite some time. I did have a problem using it once when the OER host servers crashed and the class wasn't able to access it. That was before it was available as a downloadable format.\r\nAs I indicated earlier, it's about 10 years out of date. An update is really necessary.","created_at":"2021-09-30T09:04:29.000-05:00","updated_at":"2021-09-30T09:04:29.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/project-management-for-instructional-designers","updated_at":"2025-12-15T02:40:12.000-06:00"},{"id":782,"title":"Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools","edition_statement":null,"volume":null,"copyright_year":2019,"isbn10":null,"isbn13":null,"license":"Attribution","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum. Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.","contributors":[{"id":4989,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Nadia","middle_name":null,"last_name":"Prokopchuk","location":"University of Saskatchewan","background_text":"Nadia Prokopchuk, University of Saskatchewan"}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"},{"id":26,"name":"Elementary Education","parent_subject_id":5,"call_number":"LB1555","visible_textbooks_count":14,"url":"https://staging.open.umn.edu/opentextbooks/subjects/elementary-education"},{"id":28,"name":"Secondary Education","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/secondary-education"}],"publishers":[{"id":761,"url":"https://openpress.usask.ca/","year":null,"created_at":"2019-10-12T13:16:38.000-05:00","updated_at":"2019-10-12T13:16:38.000-05:00","name":"OPENPRESS.USASK.CA"}],"formats":[{"id":1347,"type":"Online","url":"https://openpress.usask.ca/ealbestpractices/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1348,"type":"PDF","url":"https://openpress.usask.ca/ealbestpractices/","price":{"cents":0,"currency_iso":"USD"},"isbn":null},{"id":1727,"type":"eBook","url":"https://openpress.usask.ca/ealbestpractices/","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":11,"reviews":[{"id":3580,"first_name":"Brenda-Jean","last_name":"Tyler","position":"Associate Professor","institution_name":"Radford University","comprehensiveness_rating":5,"comprehensiveness_review":"The book presents a collection of papers addressing a range of factors that arise in teaching and working successfully with English as an Additional Language students written by students enrolled in a post-degree certificate program in EAL education, several of whom have first-hand knowledge of the EAL experience and/or immigrant experience in Canada. The papers are organized into four sections, beginning with a set of papers addressing how to provide a welcoming, inviting, and inclusive environment for EAL learners, followed by a set of papers focused on providing classroom support (e.g., effective instructional strategies, note-taking, and assessment practices), a group of papers focused on supporting newcomer and refugee EALs, and wrapping up with a few articles addressing  the intersection of EALs and disability. \r\nThe perspective toward EALs conveyed throughout the book is positive and strengths-based.\r\n\r\n\r\n","accuracy_rating":5,"accuracy_review":"The claims made in the articles are based on the professional literatures and the authors appropriately and frequently cite their sources. \r\nIn terms of error-free, there was only one place where I felt myself drawing back at a claim. The first article included the following statement: \"Increasing teacher\r\ndiversity can promote a “color-blind approach to instruction” (Sobel\r\n\u0026 Taylor, 2011, p. 18) and help in reducing prevalent cultural biases\r\nand misperceptions\" (p. 40). This statement was in the context of a discussion of the benefits of increasing teacher diversity. While I fully agree with the need for more teachers of color, I object to presenting a \"color-blind approach\" to teaching as something to aim for. I understand the author's point was that if a teacher is of the same ethnic group as his or her students, we might hope/expect that there would be less prejudice and more positive expectations for the children. Unfortunately, research shows that teachers of color have often absorbed the same negative perspectives and prejudices towards children of color operating in the society at large. We cannot assume that providing students of color with a teacher from the same background will result in higher achievement. ","relevance_rating":4,"relevance_review":"The articles were all written very recently and cite current sources. The claims made reflect best accepted practice at the time of publication. The articles were written as a means for students to demonstrate their learning and growth in the course, and informative as the articles are, the book does not serve the purposes of a more typical textbook. \r\n\r\nGiven that these are papers reflecting students' own learning and growth in the course, I do not see how \"updates\" could be made, since next year's students would have a different learning experience. This is not a drawback, since next year's students could contribute to a new book that would likely be just as engaging. ","clarity_rating":5,"clarity_review":"The text is written by students in a Certificate program, and not by academics/researchers. As such, the writing is fully accessible to college-aged readers. ","consistency_rating":5,"consistency_review":"The text is internally consistent. In fact, the articles included referenced many of the same texts/sources. This is to be expected in a text of this sort, where students have been assigned the same set of readings. Luckily, some of the authors branched out to include other authors; I would like to recommend that to increase breadth of perspective (and enlarge students' knowledge base), the professor should probably require students to use at least as many resources that were NOT assigned as the ones that were assigned reading when gathering information for their papers. This would make for less overlap, perhaps. ","modularity_rating":5,"modularity_review":"The 17 papers are organized into four sections, beginning with a set of papers addressing how to provide a welcoming, inviting, and inclusive environment for EAL learners, followed by a set of papers focused on providing classroom support (e.g., effective instructional strategies, note-taking, and assessment practices), a group of papers focused on meeting the needs of refugee EALs, and the book wraps up with a few articles addressing the intersection of EALs and disability, including articles addressing the challenges of distinguishing between problems related to the language learning process and those of a learning disability and the risk of over-identifying EALs for special education services when teachers and other school-based personnel do not have a good understanding of how language and cultural differences may impact learning and behavior in school. \r\nThe teacher could easily assign two or three articles that address specific topics of interest. \r\n","organization_rating":5,"organization_review":"The topics are presented in a clear, logical progression, starting with articles on how to welcome an EAL and make sure he or she feels welcome in the classroom community, then several articles on different instructional practices that are effective for EALs, followed by a set of readings on addressing EALs who are newcomers/refugees.   ","interface_rating":5,"interface_review":"The text is easy to navigate, pictures appear correctly, and hotlinks work. \r\nPlease note: I found this prompt confusing because I wasn't sure if \"High\" meant \"Strongly Agree\" with the above statement, or if it meant there were a high number of interface issues. ","grammatical_rating":5,"grammatical_review":"There were very few grammatical errors, and the writing did not distract from the message.\r\nPlease note: I also found this prompt confusing because I wasn't sure if \"High\" meant \"Strongly Agree\" with the  above statement, or if it meant there were a high number of errors. ","cultural_rating":5,"cultural_review":"The textbook focuses on cultural diversity, and so is very strong in this area. Students and families from diverse cultures are presented in a very positive light, and the message throughout the book is that teachers need to learn how to make students from diverse cultures welcome, how to provide effective instruction for these students, and how to meet the needs of EALs who are refugees as well as those who have experienced trauma in order for these students to meet their full potential.  ","overall_rating":10,"overall_review":"I truly enjoyed reading the articles and learned something as well. Several authors incorporated some of their own stories/ experiences as they explored connections to and learning related to their chosen topic. The diversity present among the authors, coupled with the very accessible writing, made for very enjoyable reading. ","created_at":"2020-02-12T19:34:16.000-06:00","updated_at":"2020-02-12T19:34:16.000-06:00"},{"id":3875,"first_name":"Gia","last_name":"Renaud","position":"Assistant Professor","institution_name":"Bridgewater State University","comprehensiveness_rating":5,"comprehensiveness_review":"This text is a compilation of essay from Canadian graduate students. It is broken into 4 sections. The sections cover welcoming environment, classroom supports and strategies, refugee supports and special learning challenges.","accuracy_rating":5,"accuracy_review":"I found the information to be accurate and informative. Essays were easy to read and had wonderful suggestions for classroom teachers.","relevance_rating":5,"relevance_review":"The content of this book was up to date with practices for teaching English  Learners. The last section has information about working with students who have experienced trauma which is particularly important in today's society.","clarity_rating":4,"clarity_review":"My only suggest would be to have tables or graphics. Visuals are helpful for all learners!","consistency_rating":5,"consistency_review":"The essays were consistently well written. Research was relevant and timely.","modularity_rating":5,"modularity_review":"It would be very easy to assign one essay at a time depending on the topic that was being covered. I would even suggest looking at the sections and asking students to choose one essay in a particular section that interests them. This text is the perfect supplement to any course about teaching English Learners.","organization_rating":5,"organization_review":"Organization is clear and easy to follow.","interface_rating":5,"interface_review":"I utilized the  PDF version and found it easy to navigate.","grammatical_rating":5,"grammatical_review":"I did not see any grammatical errors.","cultural_rating":5,"cultural_review":"This text is filled with culturally responsive pedagogy.","overall_rating":10,"overall_review":"I found the text enjoyable to read. I like how it was organized. Essays are easily accessible and can be read together or in isolation.","created_at":"2020-05-31T09:30:37.000-05:00","updated_at":"2020-05-31T09:30:37.000-05:00"},{"id":3948,"first_name":"Lydia","last_name":"Sollenberger","position":"Graduate Student","institution_name":"University of Colorado Boulder","comprehensiveness_rating":4,"comprehensiveness_review":"While the text does cover many of the key aspects to best practices for English Language Learners in schools in Canada, I would argue that the texts focus mainly on ELLs that are newcomers and refugees and not on other identities of ELLs in schools that are not newcomers nor refugees. Students that are considered to be English learners by schools are sometimes born in English speaking countries. Some students are considered transnational and spend time in both the English speaking country and their/their family’s country of origin. And some students who are native to the land have suffered colonization and denied their language practices. The “best practices” for these students would differ greatly than the newcomer students. Although there movement to best support the newcomers in Canada’s schools, I am sure that those are not the only ELLs that need support from their teachers. The book does have an effective glossary which would need further adaptation for acronyms that are used in different country contexts.","accuracy_rating":4,"accuracy_review":"All content seemed to be accurate but I felt that some essays contained deficit language about immigrants and refugees being a “challenge,” implying that they are the ones that need to be saved and assimilated. Although this was not the main or emphasized message in any of the essays I feel that students reading these texts should discuss the language used to describe challenges that immigrants have when entering a country's school system.","relevance_rating":4,"relevance_review":"The content is mostly up-to-date. There were some essays that relied heavily on the work of Cummins BICS and CALP which, although important to remember, could have been accompanied with more recent scholarship. All essays contained a small personal position statement that could date the work, but I believe was necessary for the comprehensiveness of the essay and powerful for teachers to read the work of other teachers.","clarity_rating":5,"clarity_review":"Despite being written about Canada’s context the text was undeniably clear. Very accessible for any reader. One of the essays included a visual which would have been nice throughout.","consistency_rating":5,"consistency_review":"There was consistency in terminology and framework. Reading the entire text had too much repetition of Canada’s context. This repetition is nice to consider for instructors that wish to use only particular chapters of the text.","modularity_rating":5,"modularity_review":"The text is divisible in smaller reading sections. Most essays are short or divided by subheading.","organization_rating":5,"organization_review":"The topics are presented in a logical order building on each other from the most basic understandings to the more complex.","interface_rating":5,"interface_review":"No interface issue, navigation problems, distortion of images/charts or other features of distraction.","grammatical_rating":5,"grammatical_review":"There are no grammatical errors.","cultural_rating":5,"cultural_review":"They are very clear when presenting examples of refugees in classroom settings that each individual case is different and must be treated as such. Generalizations are not made.","overall_rating":9,"overall_review":null,"created_at":"2020-06-11T14:58:58.000-05:00","updated_at":"2020-06-11T14:58:58.000-05:00"},{"id":4188,"first_name":"Matthew","last_name":"Edinger","position":"Associate Professor","institution_name":"North Shore Community College","comprehensiveness_rating":4,"comprehensiveness_review":"The book examines specific EAL issues from multiple perspectives on a level appropriate for undergraduate education and education studies students. This book reminds readers that English Language Learners are no longer missing from educational radar, and resources like this book are needed to ensure our preservice teachers have background knowledge and potential strategies and solutions for our culturally and linguistically special populations of students. The book also offers an effective index glossary for use by the reader and undergraduate learners.","accuracy_rating":5,"accuracy_review":"This book is important in that it creates a case study of specific and timely issues schools in Saskatchewan are and have been facing. Other schools and districts in and out of Canada can thoroughly examine certain papers, take note of relevant facts, and outline key problems. These problems can be compared to the readers’ local issues, and possible solutions and/or changes delineated within the chapter can be discussed in higher education classes and supported by undergraduate-led outside research and experiences. These generated best solutions and changes can be selected and presented to the by groups of undergraduates.","relevance_rating":4,"relevance_review":"The growing population and influx of immigrant and refugee students becomes more relevant to preservice teachers each year, and the book reflects these changes. EAL populations of students have academic and social/emotional needs that educators must be aware of and can review strategies and solutions found within the book. Additionally, as discussed in this book, new-to-the-field educators must be prepared for the reality of vicarious trauma and ELLs in special education classrooms.","clarity_rating":5,"clarity_review":"The text is written in a way that undergraduates can easily understand during their first read and can pursue their own learning by researching the resources named in the book. One of the values of this book is the experience level of the authors that is revealed in their writing. The authors' teaching experience is reflected in the writing, showing what they believe is important for colleagues to know. The authors' text does not get swamped by mounds of research from the field but by strategies that the authors would try in their own classroom.","consistency_rating":2,"consistency_review":"The book could benefit by a consistent framework for its papers. The use of the word Conclusion at the end of each section could allow undergraduate students to begin their reading activity by reading the conclusions of the chapter before they read.  The book would also benefit from the authors using the same style of writing within their papers.","modularity_rating":4,"modularity_review":"The Contents pages of the book show how appropriate subunits are displayed within, potentially funneled to a specific population of EAL students.","organization_rating":4,"organization_review":"Paper topics within this book are presented in a logical manner. The papers are arranged to begin with support for EALs through the classroom environment and culture before focusing on students from a specific EAL population.","interface_rating":5,"interface_review":"There were no distractions outside of the text, and I did like that some authors offered a Conclusion at the end of their papers. I have met many undergraduate readers that like to read a resource’s Abstract first and Conclusion second before moving on to the reading and understanding of the body of a text.","grammatical_rating":5,"grammatical_review":"The book appears to have been edited more than once from more than one perspective. As a previous teacher of English, I did not notice writing issues that normally tend to leap off of the page as I read.","cultural_rating":5,"cultural_review":"The book shines most when it comes to its discussion, understanding, and strategies for culture within educational environments. Families, teachers and students are discussed in a way that a wonderful mentor teacher would discuss what she found to be valuable in her classroom with her new inservice mentee teacher. Solid strategies for the inclusion of culture, that will benefit all readers, are offered in many papers throughout the book.","overall_rating":9,"overall_review":"The authors in this text seem to have a collegial conversation with pre-service educators instead of speaking from the ‘ivory tower’ (for example, too much research or educational buzzwords or acronyms). I also noticed that many authors use specific examples of strategies that support their writing: this is good writing. Another comment is that students in the US should be asked to search for and find primary and secondary sources that accompany the book's topics with similarities and differences between the neighboring countries and EAL students. Finally, the papers use multiple, appropriate connections to mostly current articles and Internet support.","created_at":"2020-06-30T15:20:11.000-05:00","updated_at":"2020-06-30T15:20:11.000-05:00"},{"id":4229,"first_name":"Lynmara","last_name":"Colón","position":"Adjunct Professor","institution_name":"University of Mary Washington","comprehensiveness_rating":4,"comprehensiveness_review":"The text is comprehensive and addresses much needed topics for Els. A collection of essays supported by research and stories, make up a great resource for those seeking to understand and support students learning English. The focus in on Newcomers and Refugees in Canada; however, these strategies can apply to classrooms in other countries.","accuracy_rating":5,"accuracy_review":"Content is error-free","relevance_rating":4,"relevance_review":"Content is relevant to the needs of today’s learners. One observation is the use of assessment to identify students’ language proficiency. Some of these tools might change as a result of COVID-19, impacting some of the strategies provided in the book. One example is the section on opening schools and creating inclusive environments. This might look different in an online platform.","clarity_rating":5,"clarity_review":"The concepts and language used throughout the book are clear for readers. However, one needs to get familiar with some of the terminology used in Canada (provided at the beginning) in order to make connections to tools used in the United States.","consistency_rating":5,"consistency_review":"While there are many essays included the book is consistent in the use of terminology and values around Els. One can follow the theme, assessment tools, and instructional strategies as the work progresses.","modularity_rating":4,"modularity_review":"This textbook is divided into section with big ideas; broken down into subheadings. These can be used as one explore specific topics around for Els learn and the importance of inclusive environments, teaching strategies, etc. One can break apart topics for a class or use the entire book as focus.","organization_rating":4,"organization_review":"The text is organized in a way where one can follow the needs of Els and how they can be supported throughout the year. From the beginning of the school year to their growth as it relates to language acquisition, the book presents a nice flow for readers. Additionally, one can select certain section (which are clearly label) to explore more about particular topics as well.","interface_rating":5,"interface_review":"The text can be read online or PDF, giving users a choice of platform. This can be convenient as some can gain access off-line, making annotations and highlight content.","grammatical_rating":5,"grammatical_review":"There were no grammatical errors found.","cultural_rating":5,"cultural_review":"Text provides strategies and support for those serving Els on how to be intentional about culturally responsive pedagogy. There are examples around creating inclusive environments, the beginning of school, and ways one can become more culturally competent. All of these supported by research and modules.","overall_rating":9,"overall_review":"A great resource for a college class or those seeking to add strategies to their instructional toolkit.","created_at":"2020-07-05T15:41:02.000-05:00","updated_at":"2020-07-05T15:41:02.000-05:00"},{"id":4893,"first_name":"Tatiana","last_name":"Sildus","position":"Professor","institution_name":"Pittsburg State University","comprehensiveness_rating":4,"comprehensiveness_review":"The text is a collection of final paper essays prepared by mostly graduate and some undergraduate students enrolled in an online course as part a post-degree certificate offered by the University of Saskatchewan in Canada. As noted in the introduction, readers should keep in mind that the essays are the work of student authors and not academic experts. The book looks at several aspects of educating linguistically and culturally diverse students, with a special focus on newcomers and refugees. The glossary is included. The book would benefit from adding information on the stages of second language acquisition and on the specifics of assisting learners at each stage regardless of their status.","accuracy_rating":4,"accuracy_review":"Overall, the content is accurate. Modifications are suggested to the definition of EAL in the Glossary to make a clear distinction between referring to a student (learner) and a subject (English as an Additional Language). Also, while the content of the book deals with “school students”, the definition of an EAL learner itself is broader in scope and includes learners of other age categories.","relevance_rating":5,"relevance_review":"It is understandable that educators need to be aware of local and regional resources to assist their students. Part 3 on settlement and refugees focuses on resources offered mainly in Canada and the Saskatchewan region, making the information especially relevant to Canadian teachers. While the support and resources vary from country to country, the chapter provides a reminder for educators in other parts of the world to research and utilize options available to them.","clarity_rating":4,"clarity_review":"The ideas and concepts in this text are presented in a clear manner. The details and examples contribute to the overall comprehension without overwhelming the reader. Since the term “English Language Learners” is used in the book title itself, and some essays also use another term, the book would benefit from a brief explanation (perhaps in the introduction section) noting that the terms ELLs and EAL learners will be used interchangeably in the context of this book. This would make it especially relevant to readers in other countries.","consistency_rating":4,"consistency_review":"The term EAL (English as an Additional Language) learner is used in most of the book, and its meaning is included and explained in the Glossary as “a term used in Saskatchewan and in other parts of the world”. However, essays 14 and 16 use the term ELL (English Language Learner), most commonly used in the US and some parts of the world. Adding the term ELL to the Glossary with a short explanation would be helpful for readers, especially for pre-service teachers.","modularity_rating":5,"modularity_review":"The text is presented in sections of reasonable length. Portions of the text could be assigned in any combination. This provides flexibility for instructors and allow professors to rearrange the sections as needed.","organization_rating":5,"organization_review":"The presentation of topics in the text is logical. Dividing occasional long paragraphs into smaller paragraphs would make the information easier to follow and more reader-friendly.","interface_rating":5,"interface_review":"Several formats (online, PDF, e-book) are available to the reader. The book is very easy to navigate. The user-friendly interface makes the book conveniently accessible.","grammatical_rating":4,"grammatical_review":"Overall, the writing is of good quality, without grammatical errors. The text follows the standard conventions. Essay 1 in Part 1 of the book would benefit from additional editing.","cultural_rating":5,"cultural_review":"The contributors come from diverse backgrounds. The essays contain culturally relevant examples that would be especially beneficial for pre-service teachers. The insights from the field will help undergraduate students connect theory to reality.","overall_rating":9,"overall_review":null,"created_at":"2021-05-07T00:04:12.000-05:00","updated_at":"2021-05-07T00:04:12.000-05:00"},{"id":34223,"first_name":"Pam","last_name":"Myette","position":"Assistant Professor Department of Special Education","institution_name":"Bridgewater State University","comprehensiveness_rating":4,"comprehensiveness_review":"This is a book of seventeen essays by Canadian professionals in the field of teaching English as an Additional Language (EAL) during a course for practicing teachers who are working toward a Post-Degree Certificate in EAL at the College of Education, University of Saskatchewan. This post -degree program is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education.  This field of EAL Education is what we call Teaching English as a Second Language (TESOL) in the United States. This book of seventeen essays has a variety of topics including philosophical, pedagogical ideas including actual strategies for the classroom and assessments; and issues in the field like the differences between EAL learners and students with disabilities and trauma in students; as well as resources. The philosophical topics included essays on the Impact of Culture, Culturally Responsive Teaching (CRT), Culturally Responsive Pedagogy, and Intercultural Competence and the Inclusive Classrooms. The pedagogical topics covered instructional strategies: Supporting EAL Learners at various stages of Common Framework of Reference (a language scale); the importance of consistent assessment practices; the power of visual notetaking; how to integrate newcomers; and strategies for supporting newcomers in the first week; and the needs of CAL students as presented from a parent. The articles about issues in the field covered the disproportionate number of ELL in special education, distinguishing between a language acquisition challenge and a disability, the role of settlement workers in the community and in schools, and trauma's impact on learners. There was an article on resource sites from the Canadian government, the Saskatchewan government, school systems and literature in the field. At the end of the book the writers provide a glossary of all the cultural, linguistic, pedagogical terms.","accuracy_rating":5,"accuracy_review":"The essays in this book were based on the experiences of Canadian teachers, so I cannot verify the practices of their work in Saskatchewan, as a teacher educator, I can verify their explanations of the philosophy and pedagogy for teaching English to students with a second language. Their references for educational research and strategies were all sound.","relevance_rating":5,"relevance_review":"As the newcomer populations in Canada and the US are expanding daily with families and children coming from so many different cultures, teachers in both countries need to understand the impact. They also need strategies for collaborating with parents, helping children adjust, assessing their skills, and teaching them. Teachers need to know their own biases and to learn about the variety of cultures coming into their inclusive classroom. Teachers also need to learn how to use incorporate the cultures into their curriculum to enrich the classroom and make the newcomers feel welcome.  As EAL/ESL progress, teachers need to be on the lookout students who may not be succeeding due to any disabilities. Finally, teachers have to be aware of the fact that many of the children may have suffered trauma and how to get support for these students.","clarity_rating":5,"clarity_review":"Each of the essays were written for a certification class and then reviewed by a panel of professors. Finally, they were edited for the final version of the book. The writing in each essay flows well and clearly makes each author's point.","consistency_rating":5,"consistency_review":"These essays were written as an assignment for a course of teaching English as an Additional Language (EAL). The authors are all in the same field of teaching English to students who are from other countries and cultures. The professor in the course was stressing the terminology and the teachers themselves know the concepts from their past courses and their experiences in the field.","modularity_rating":3,"modularity_review":"The book has 17 essays on a variety of topics.  They could have been divided up into sections- philosophy, pedagogy, critical issues, and resources. Although the titles let you see what kind of topic they fit into, it would have been helpful for readers to turn to the different sections for the various overall subject.","organization_rating":3,"organization_review":"As stated above, the essays could have been grouped in three or four sections to let the reader know where to look for essays on philosophy, pedagogy, critical issue, and resources. These headings could have been placed in the table of content to aid the reader.","interface_rating":1,"interface_review":"Not applicable. There were no images or charts, so this is not relevant to this text","grammatical_rating":5,"grammatical_review":"There were not grammatical errors in the essays. They were reviewed by a panel of professors and then edited by the publisher.","cultural_rating":5,"cultural_review":"This book is all about cultural sensitivity to the diverse cultures coming into Canadian schools. They are stressing the need for culturally responsive teaching. Although this book is based on Canadian cultural issues in the teaching of EAL, known as ESL in the US. all of the philosophical and pedagogical information is applicable to the US as well.","overall_rating":8,"overall_review":"This book would be a great supplementary text. It has real professionals writing about current issues in second language instruction. It might be a good model for professors teaching the issues of second language teaching to use as assignment for their students.","created_at":"2022-12-02T13:31:48.000-06:00","updated_at":"2022-12-02T13:31:48.000-06:00"},{"id":34538,"first_name":"Mo","last_name":"Wenjuan","position":"Instructor","institution_name":"West Virginia University","comprehensiveness_rating":4,"comprehensiveness_review":"First of all, the author picks an excellent title to catch other people’s eyes. Currently, I am an instructor of the C\u0026I 311 ELL and Language Acquisition for Elementary Teachers course at the School of Education, West Virginia University. There are limited books about English language learners. I also like that the author collaborates with graduate and undergraduate students and puts their joint efforts into an open book, which sets an example for us to follow in their footsteps. The author develops four themes in this book, but I do not see some connections between them. The book would benefit from adding collaborative teaching and some practical examples of supporting English language learners. Overall, it is a good book for preservice teachers, school educators, and others who work with K-12 students.","accuracy_rating":5,"accuracy_review":"The content is accurate in this book. I have not found any errors so far.","relevance_rating":4,"relevance_review":"The content is more relevant to the schools in Canada, there might be slightly different situations in America and other countries. Additionally, it was published in 2019, some online instruction strategies may be changed after the COVID pandemic.","clarity_rating":4,"clarity_review":"The authors convey concepts in a clear manner. I suggest the essays could add subtitles for readers to capture the outline easily.","consistency_rating":4,"consistency_review":"One thing I noticed is the consistency. The title is about English language learners, but in the article, a similar acronym EAL ( English as an additional language), is used. I mean, they both refer to similar groups of students. However, EAL may be an unfamiliar term for readers outside of Canada.","modularity_rating":5,"modularity_review":"The layout of subheadings in each part is in clear manner. Each individual section is easy to take out as a separate part. Then it can be reused or reorganized for other purposes.","organization_rating":5,"organization_review":"This book is well organized. Each essay ties the theme of the chapter. The content in each chapter flows well.","interface_rating":5,"interface_review":"The book is easy to follow and access-friendly.","grammatical_rating":5,"grammatical_review":"In general, the book is well written. I read through it and have not found any grammatical errors.","cultural_rating":5,"cultural_review":"I appreciate the author cooperating with graduate and undergraduate students and combining their various perspectives into an open book, which sets an excellent example for other instructors to teach courses while doing research simultaneously. I like this kind of model to put theory into practice. Thus, a multicultural perspective can be achieved.","overall_rating":9,"overall_review":"I am glad the author picks up an eye-catching title for this book and sets a cooperative model between instructors and their students. I suggest this book could talk more about collaborative teaching with English language learners.","created_at":"2023-05-03T10:04:53.000-05:00","updated_at":"2023-05-03T10:04:53.000-05:00"},{"id":34774,"first_name":"Jessica","last_name":"Dougherty","position":"Assistant Professor","institution_name":"Western Oregon University","comprehensiveness_rating":5,"comprehensiveness_review":"This text covers key topics related to the title, such as culture, family connections, instruction, assessment, newcomers, refugees, and challenges English learners face. Not only do the individual authors define key terms in their respective chapters, there is also a glossary with accurate definitions.","accuracy_rating":5,"accuracy_review":"The content infuses long standing effective and research based information in ESOL education, and integrates newer concepts as well, such as translanguaging. The information included is accurate and supported by key research in the field, with approximately 20 references after each chapter that are mostly written in the last 10-20 years.","relevance_rating":5,"relevance_review":"This text is incredibly relevant in the ESOL education field. It is full of information about key ESOL education topics, citing researchers who have been in the field since the 1970s, to including new topics such as translanguaging and serving refugees appropriately. It has suggestions for practitioners that can be used immediately.","clarity_rating":5,"clarity_review":"The text is written in an easy-read style, using familiar jargon in ESOL education. Any specific or new terminology is defined within each chapter, and also in the glossary. Practitioners should find this book incredibly accessible and applicable.","consistency_rating":5,"consistency_review":"The book is well aligned across chapters and very consistent in terms, topics, and framework. While there is some repetition it does not detract from the content focus. The chapters are all written by different authors, but the topics weave through appropriately to allow for flow in reading.","modularity_rating":5,"modularity_review":"The text is composed of chapters by different authors. Each chapter can potentially stand alone, as they all have specific focus topics. Each section can also be pulled out if an instructor was wanting to use multiple chapters on one topic. The book has appropriate titles, subheadings etc, to make it easy to identify sections to use for specific units in a course.","organization_rating":5,"organization_review":"The text is well organized even though each chapter is written by a different author. The chapters offer a review of topics in other chapters, but also add on new information based on the given focus for that chapter. Each chapter could stand alone to align with course topics, or the entire text can be used as there are many relevant topics that can be broken up over time.","interface_rating":4,"interface_review":"This text is easy to use and free of issues. There is only one visual though in chapter nine, otherwise the text does not include tables, figures, lists etc.","grammatical_rating":5,"grammatical_review":"The grammar is error free, which allows for flow of reading and comprehension.","cultural_rating":5,"cultural_review":"The information in this text can be used and applied universally to all language learners. The authors reference many countries and cultures, such as Canada, China, and the Middle East.","overall_rating":10,"overall_review":"I can see portions of this text fitting into multiple courses on ESOL education.","created_at":"2023-12-06T12:44:59.000-06:00","updated_at":"2023-12-06T12:44:59.000-06:00"},{"id":34963,"first_name":"Kathryn","last_name":"Webb","position":"Director of Nursing Simulation, Associate Professor","institution_name":"University of Saint Francis","comprehensiveness_rating":5,"comprehensiveness_review":"The authors of this text which is a collection of essays break down the key topics and give excellent examples. The text gives a thorough and comprehensive and an excellent guide in the needed understanding of culture, family value, instruction, and assessment of  \r\nnewcomers in a Western classroom.","accuracy_rating":5,"accuracy_review":"The essays, stories, and research incorporated are excellent.","relevance_rating":5,"relevance_review":"This is a much-needed topic in education today.","clarity_rating":5,"clarity_review":"The essays give clear and concise examples of teaching effectiveness tools that can be incorporated by both experienced educators and newly enrolled college students.","consistency_rating":5,"consistency_review":"The essays and research are consistent with the key topic of the book.","modularity_rating":5,"modularity_review":"The text essays can be easily broken down to individual reflection and assignments.","organization_rating":5,"organization_review":"This book of essays is excellently organized beginning with key definitions and concepts and progressing to more complex stories and teaching rigor.","interface_rating":5,"interface_review":"There are no interface issue within this text.","grammatical_rating":5,"grammatical_review":"No grammatical errors were noticed by this reader.","cultural_rating":5,"cultural_review":"The text is informative without being culturally insensitive or offensive in any way.","overall_rating":10,"overall_review":"This is a very important resource based on evidence-based practice research. There are specific tools within to show educators how to put theory into action.","created_at":"2024-03-27T10:53:28.000-05:00","updated_at":"2024-03-27T10:53:28.000-05:00"},{"id":35185,"first_name":"Alexis","last_name":"Rutt","position":"Assistant Professor of Science Education \u0026 TESOL","institution_name":"University of Mary Washington","comprehensiveness_rating":5,"comprehensiveness_review":"This text does a good job of covering numerous topics related to teaching English learners (emergent bilinguals). I particularly appreciated the attention to newcomers and refugees, two important subgroups of emergent bilinguals with unique needs. One area that would warrant a chapter that is not present in the text is second language acquisition.","accuracy_rating":4,"accuracy_review":"For most content, this text is up-to-date and aligned with perspectives in the field on teaching emergent bilinguals (English learners). I particularly appreciated the asset-oriented focus of the chapters and the alignment to current views on translanguaging and use of students’ other languages in the classroom. The heavy reliance on BICS/CALP is somewhat dated, but is presented in a way that encourages teachers to consider the unique challenges of content area classroom language. One essay presented color-blindness as a good thing, which does not align with a culturally responsive classroom, but this was the only example I found of inaccurate information.","relevance_rating":4,"relevance_review":"The chapters were written by undergraduate and graduate students from Saskatchewan, and some chapters focus deeply on that context. While much of what is written could be extrapolated to other parts of Canada or the United States, this text is most relevant for those teaching in Canada (and particularly Saskatchewan). There are also some ideas presented in the text that have become somewhat outdated since the text's original publishing date. For example, there is now some questioning in the field around the accuracy of the BICS \u0026 CALP dichotomy.","clarity_rating":3,"clarity_review":"The essays are in general very well written and clear. However, numerous essays could benefit from some sort of heading system to break up the text into major arguments to make them easier to follow. By nature of this text being a compilation of essays for a class, there are also moments where chapters appear to be written with an assumed shared perspective that, if the reader did not participate in the class, could lead to misunderstanding or lack of clarity. For example, one essay referenced different stages of culture shock but did not explain or name what those stages were; another referenced learning objectives but did not specify what those looked like/how they were used in the classroom.","consistency_rating":5,"consistency_review":"Given that these essays were the result of learning from the same class, there is a lot of consistency in perspectives and frameworks. In some cases, the chapters became a bit repetitive as the same ideas were highlighted, but this also makes it easier to assign chapters in isolation. However, considering how each chapter could build on, rather than reiterate at the same depth, what was presented in the prior chapters could be useful.","modularity_rating":5,"modularity_review":"I appreciated how the text was divided into four subsections and felt that the chapters could be used in isolation or collectively to explore a variety of topics related to teaching emergent bilinguals. Because these were essays written for a class, there was a bit of self-reflection/application to ones' own practice. The extent of this self-reflection varied by essay and in some cases provided interesting examples to reinforce ideas (e.g., when authors integrated examples from their own teaching experiences).","organization_rating":5,"organization_review":"Overall I thought the text flowed well. Again, there was at times quite a bit of overlap across chapters that I think my students would find repetitive and unnecessary if reading the whole book (particularly within sections), but this can be helpful for using the chapters in isolation.","interface_rating":5,"interface_review":"Overall, the text was easy to navigate. Because these were class essays, there were few images or tables to include. In Chapter 9, the link to sketchnotes takes the readers to a health site.","grammatical_rating":4,"grammatical_review":"I found a few grammatical errors and typos as I read through the text, but they were never large enough to detract from the meaning of the text.","cultural_rating":4,"cultural_review":"For the most part, the authors did a good job of taking an asset-oriented perspective in their chapters. At times I felt there were overgeneralizations in some chapters that presented certain groups of students as homogenous or reinforced harmful stereotypes (e.g., authors indicating that students have no parental support at home for school work, that students' diverse cultural norms limit or hinder their learning experiences, etc.). However, these statements were in the minority and provide a rich opportunity to encourage teachers to read with a critical eye.","overall_rating":9,"overall_review":"I thought this was a clever way to compose a text, and really enjoyed hearing from a diverse group of students as they explain and dig deeper into their learning.","created_at":"2024-07-29T09:06:59.000-05:00","updated_at":"2024-07-29T09:06:59.000-05:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/sharing-our-knowledge-best-practices-for-supporting-english-language-learners-in-schools","updated_at":"2025-12-15T02:26:25.000-06:00"},{"id":355,"title":"Teaching Crowds: Learning and Social Media","edition_statement":null,"volume":null,"copyright_year":2014,"isbn10":null,"isbn13":null,"license":"Attribution-NonCommercial-NoDerivs","language":"eng","accessibility_statement":null,"accessibility_features":["unknown"],"description":"Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional \"classroom\" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning. In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another's expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.","contributors":[{"id":4047,"contribution":"Author","primary":true,"corporate":false,"title":null,"first_name":"Jon","middle_name":null,"last_name":"Dron","location":"Athabasca University","background_text":"Jon Dron is associate professor in the School of Computing and Information Systems and a member of the Technology-Enhanced Knowledge Research Institute at Athabasca University. His current research concerns the social aspects of learning technologies, with an emphasis on methods and technologies that enable learners to help each other."},{"id":4048,"contribution":"Author","primary":false,"corporate":false,"title":null,"first_name":"Terry","middle_name":null,"last_name":"Anderson","location":"Athabasca University","background_text":"Terry Anderson is professor and researcher in the Technology-Enhanced Knowledge Research Institute at Athabasca University. His interests focus on interaction and on the use of social media in educational contexts."}],"subjects":[{"id":24,"name":"Curriculum \u0026 Instruction","parent_subject_id":5,"call_number":"LC980","visible_textbooks_count":44,"url":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction"},{"id":25,"name":"Distance Education","parent_subject_id":5,"call_number":"LC5800","visible_textbooks_count":10,"url":"https://staging.open.umn.edu/opentextbooks/subjects/distance-education"},{"id":5,"name":"Education","parent_subject_id":null,"call_number":"L7","visible_textbooks_count":144,"url":"https://staging.open.umn.edu/opentextbooks/subjects/education"}],"publishers":[{"id":314,"url":"http://www.aupress.ca/index.php/books/120235","year":null,"created_at":"2018-09-07T12:22:38.000-05:00","updated_at":"2018-09-07T12:22:38.000-05:00","name":"Athabasca University Press"}],"formats":[{"id":446,"type":"PDF","url":"http://www.aupress.ca/books/120235/ebook/99Z_Dron_Anderson-Teaching_Crowds.pdf","price":{"cents":0,"currency_iso":"USD"},"isbn":null}],"rating":"4.5","textbook_reviews_count":6,"reviews":[{"id":1131,"first_name":"Barbara","last_name":"Schultz-Jones","position":"Associate Professor","institution_name":"University of North Texas","comprehensiveness_rating":5,"comprehensiveness_review":"The book addresses online learning from a social perspective - learning together, learning from each other, social software for learning, social learning theories, modes of social engagement, pedagogical challenges for teaching online, potential dangers to security and privacy, and what the future may hold. This is a comprehensive treatment of theory, practice and pedagogy.  I particularly like the perspective of learning not only from individuals but also from their collective behavior and interactions. This provides an interesting premise for future research on social networks and learning. Another highlight is the Three-Generational Model that divides the three pedagogical eras of developments in distance learning.The authors provide an excellent index and list of references. While a glossary is not provided, an explanation and definition of terms is included within the text.","accuracy_rating":5,"accuracy_review":"The content is accurate and any bias is clearly stated and supported. There are many examples of theories and explanations of applicability to a social learning context.","relevance_rating":5,"relevance_review":"The text is current and includes a valuable case study that allows the reader to apply the models and methods presented. The book also considers the future, based on the observed state of transition within the social technology arena in relation to educational systems. Updating this text will be relatively easy as future events unfold.","clarity_rating":5,"clarity_review":"The text is written clearly, useful subheadings are included, and figures, models and tables help illustrate and clarify concepts and theories.","consistency_rating":5,"consistency_review":"The authors have achieved excellent consistency in terms of terminology and their approach to presenting an understanding of social software use and equipping educators with the knowledge and skill to use educational software.","modularity_rating":5,"modularity_review":"The text is very well organized and can easily be used to support various sections within a course. The chapter on social learning theories can be used in a theory building course, a social network course, or a course on educational software. Similarly chapters 4 to 7 can be bundled for use with instructional design. Chapter 8 is useful as a case study for systems design.","organization_rating":5,"organization_review":"The arrangement of the chapters facilitates a deep understanding of the use, theoretical background and approaches to social online learning. While the chapters can be read singly or as groups, a linear progression does enhance a deeper appreciation of the connected approach by the authors.","interface_rating":5,"interface_review":"The interface is very clear and all models and tables are easy to read.","grammatical_rating":5,"grammatical_review":"The text contains no grammatical errors.","cultural_rating":3,"cultural_review":"The objective approach of the book ensures that it is not culturally insensitive or offensive in any way. The focus is on social learning through common learning goals. Chapter 6 on Learning in Sets has an excellent discussion of tribal underpinnings that extends beyond race and ethnicity to backgrounds and interests. And Cultural Considerations in Chapter 9 highlights potential challenges across cultural norms. All are dealt with objectively and with examples that enhance understanding.","overall_rating":10,"overall_review":"The text provides a wealth of background information, research and a strong scope of social software coverage so a reader will feel very well informed about networked learning environments and inspired to reconsider how that are used in distance education.","created_at":"2017-04-11T19:00:00.000-05:00","updated_at":"2017-04-11T19:00:00.000-05:00"},{"id":2019,"first_name":"Cathryn","last_name":"Lambeth","position":"Associate Professor","institution_name":"College of Education, Concordia University, Portland","comprehensiveness_rating":4,"comprehensiveness_review":"The authors are expert in this timely and interesting area of instructional practice. Their assertions are built on well-respected learning theories, and draw an interesting line between the advent of social media and ‘social software’ and learning theories and instructional practices. The core concepts that follow are stimulating and timely.\n\nI would argue that the book is overly comprehensive. The first three chapters are foundational and could potentially be compressed. ","accuracy_rating":4,"accuracy_review":"Their introductory points -that the Internet and social media is connecting the world and how inequities in access to social media and social software increasingly impact academic growth and opportunity – are well-explained. The accuracy overall is increasingly impacted by the passage of time, but is sound at the time of publication. ","relevance_rating":3,"relevance_review":"Ironically, the pace of change brought about by the internet is a stumbling block. The preponderance of information and examples cited from the year of its authorship in 2014 places the content clearly in a place in time. Unfortunately, unlike academic research, a textbook that reads as dated will be viewed with decreasing credibility by students. How can the authors provide these very interesting and topical assertions without dating the text? In “The Shallows”, Nicholas Carr navigates this issue by phrasing what was happening at the time of authorship as “Here’s a few examples of what it was like in the development of this stage” rather than “Here’s what’s happening right now.”\n","clarity_rating":5,"clarity_review":"This change should be accompanied by some parallel editing in the content. The content of chapters 1, 2, and 3 build an extensive and detailed understanding of learning theories and (as of 2014) the use of social media and ‘social software’ in society and education. While these chapters are well-researched and thorough, the amount of detail and breadth of discussion diffuse our attention from the focus on the authors’ expertise. Why wait until Chapter 4 to get to the good stuff? \nWhen the authors articulate their research and assertions in the characteristics of the aggregation of learners (in groups, networks, and sets), the text gets to the heart of the authors’ work. The central chapters (Ch.4 “Learning in Groups”, Ch. 5 “Learning in Networks”, Ch. 6 “Learning in Sets”, Ch. 7 “Learning with Collectives”) are full of well-supported and useful frameworks that will inform instructional practices. They also cite 2014 examples, and are written in dense, academic language. I feel a bit like a gold miner – trying to separate the nuggets from the slough. \n","consistency_rating":5,"consistency_review":"The preface is very useful in providing a solid overview of the flow, construction, and connectivity of the chapters. Illustrations in the form of tables and figures support understanding, especially the Summary Tables comparing groups and tools, a handy accessible reference. The Figures in Chapters 4, 5, 6, and 7 are especially helpful to support the concepts and frameworks described. The Index is clear and complete, and references (citations) are lengthy, supporting research appears strong and extensive. Tables, figures, chapters are clearly delineated and help move the reader through the text. \n","modularity_rating":2,"modularity_review":"Unfortunately, through open.umn.edu, this text is only available in pdf. This format requires using search functions or scrolling to navigate, rather than live links to various chapters or sections. It is readable, written at an average grade level of 13.5 (based on a ‘readability’ online measure found at readable.io). For use in my undergraduate courses, this text would require support for understanding and assignments. ","organization_rating":5,"organization_review":"This text is clearly written for an academic audience. The organization mimics an academic research paper. The points are clear and follow a logic trail.","interface_rating":1,"interface_review":"A word about the font. The text is printed in a style of font that creates an incoherence between the topic and the print. In other words, the appearance of the font [Bell MT?] does not support the content. I found the font difficult to read, and too densely formatted on the page for easy viewing on a device. The sentences are complex and lengthy – which is fine – but the font style impedes readability, even after expanding the text to 175% on my 14-inch laptop screen. Just the wrong choice for this long of a text, especially one designed to be read on a device. \n","grammatical_rating":5,"grammatical_review":"The text is well-constructed, and grammatical errors are scarce and generally not noticeable. A few errors (e.g. “Prezzi” is misspelled) provide further evidence of why the time-based examples should be cleaned out and generalized.","cultural_rating":4,"cultural_review":"Examples are varied, but dated. The concepts provided are useful to inform culturally responsive instructional practices. ","overall_rating":8,"overall_review":"Bottom line: I would like to take a class or attend a seminar from the authors, and spend time translating the text into materials for professional development. As published, the text presents challenges in readability (both visually and in structure), length, and organization that intrude on its potential use for a course text. ","created_at":"2018-05-21T19:00:00.000-05:00","updated_at":"2018-05-21T19:00:00.000-05:00"},{"id":2136,"first_name":"Debra","last_name":"Espinor","position":"Associate Professor","institution_name":"George Fox University","comprehensiveness_rating":5,"comprehensiveness_review":"\r\n\tThis text is highly comprehensive especially in the area of perspective of learning from communities and crowds. This is an underrepresented area of research and learning, so it is a refreshing read. There is much room for future research in this particular area of social participation and media as well as deeper study into The Three-Generational Model. The authors had a thorough index and the glossary was integrated into the text.\r\n","accuracy_rating":5,"accuracy_review":"\r\n\tThe text is supported by a variety of figures and examples of current theories that provides a foundation for accuracy. Issues of bias were addressed within the text.\r\n","relevance_rating":4,"relevance_review":"\r\n\tThis book is a foundational book, providing a plethora of new information for the technologist. Looking ahead to the future is addressed in this textbook, allowing space for updated versions. In particular the case study model allows for classroom application.\r\n","clarity_rating":5,"clarity_review":"\r\n\tAlthough this book has clear headings, descriptive figures and illustrations, there is still a depth of technical language that makes it a book to read slowly and in small bits. This is not a negative comment as there is much to contemplate while reading this text.\r\n","consistency_rating":5,"consistency_review":"\r\n\tThe text builds upon the framework as one reads sequentially through the text. The building blocks are developed to keep the reader engaged and anxious for more.\r\n","modularity_rating":5,"modularity_review":"\r\n\tThere was an ease to reading this text built upon the organization structures and sections. The reviewer was particularly engaged with the figures, especially Table 1:2 where the functions of educational software are compared. This is presented like an infographic. The only criticism is that the examples need to be updated as software is changing so fast.\r\n","organization_rating":5,"organization_review":"\r\n\tThere is a linear and organized progression of the topics presented in this text. While the topics are relevant, there is a lot of technical reading as one moves through the text. The reviewer found it was easiest to read one or two chapters at a time and go back and reflect before moving ahead. Because the text was written in a logical manner, it was easier to move ahead, yet is took a while to make it through the whole text because of the abundance of information presented.\r\n","interface_rating":5,"interface_review":"\r\n\tThe interface is quite clear, charts were easily read on different computers, tablets and phones. There was no confusion in the navigation of the text.\r\n","grammatical_rating":5,"grammatical_review":"\r\n\tThere were no grammatical errors in this textbook.\r\n","cultural_rating":5,"cultural_review":"\r\n\tThe global relevancy of a book like this cannot be understated. While the authors are inclusive and sensitive in their writing style, the linking to formal and informal learning throughout the book allows the individual and group to be present in the conversation. In additions, the authors speak to the accessibility aspect of the social software and that is an area of future research.\r\n","overall_rating":10,"overall_review":"\r\n\tThis book is an example of a \"meaty\" read. There is a lot of information shared that requires deep thinking beyond the actual reading. This will be a textbook used for many years as the theories of social media transform and change over time.\r\n","created_at":"2018-03-27T19:00:00.000-05:00","updated_at":"2018-03-27T19:00:00.000-05:00"},{"id":2522,"first_name":"Jennifer","last_name":"Fellabaum-Toston","position":"Associate Teaching Professor","institution_name":"MOBIUS","comprehensiveness_rating":4,"comprehensiveness_review":"This text covers a wide range of related material, including an effective index. However, given some of the technical terms throughout, a glossary might be helpful. Furthermore, there are a few concepts/ideas that are touched on rather briefly, that if expanded upon would enhance the text's contribution -- \r\n1) In Chapter 1, other ways of knowing and sharing lessons such as storytelling and music, are kind of glossed over real quick and I think storytelling in particular is particularly useful technique for the focus on learning with others. \r\n2) Touch very briefly on issues of power and trust in groups in Chapter 4, but these are both pretty important concepts in the teaching and learning process to consider. They do come back to trust (and a bit on power) again later in Chapter 4, why not talk about all of this at once?  It would make a much stronger case overall. \r\nChapter 8 is very helpful in that it provides clear cases of how this can all come together in practice. ","accuracy_rating":4,"accuracy_review":"There are places throughout where their argument could be strengthened such as in Chapter 1, \"why learn online with other people?\" - there is literature on collaborative learning such as drawing from Barkley, Major, and Cross' work in Collaborative Learning Techniques (though maybe that was not available at the time of publication); even pulling up the stuff from page 17 where they talk about Panitz's (1997) work with collective learning would further establish the significance here. Other examples of places where claims are made that need some substantiation, rather than taking for granted that it is common knowledge include when they are talking about groups in Chapter 4, particularly the section on \"distinctive educational group features\" such as Levi's work in Group Dynamics for Teams. ","relevance_rating":4,"relevance_review":"In general, I think given that they are talking about technologies which are often changing, the authors do a great job of this. In particular, the last chapter is forward thinking and written in a way that carefully recognizes that when looking ahead, one’s words will eventually become the present and then the past.  There were a few places where the tense usage was a little off, such as on page 87 when talking about Donath's (2007) work. Tense can be particularly important when assisting folks years from now in contextualizing the resources we are referencing. Another way to enhance the timelessness of the work would be to utilize gender-inclusive language such as their rather than his/her. ","clarity_rating":4,"clarity_review":"There are great connections made across the content presented in individual chapters, but helping the reader make the connection quicker is not always done such as making sure to clearly state that you will be applying Paulsen’s framework of freedoms that you introduced in Chapter 2 in later chapters (i.e., Chapters 4-7). Particularly as this application is a very helpful part of this text. ","consistency_rating":5,"consistency_review":"(see comment under Clarity)","modularity_rating":3,"modularity_review":"Given the technical focus and how the framework introduced in Chapter 2 is then utilized in Chapters 4-7, and then the cases in Chapter 8 are based on all of those chapters, I think the interconnectedness of the work could make it difficult to divide some of this up. ","organization_rating":4,"organization_review":"Overall the chapters are organized in a logical fashion. There are just a few times in-text when the information could be re-grouped to enhance flow (see previous comment under Comprehensiveness).","interface_rating":5,"interface_review":"There were no apparent interface issues. Given that it is a PDF, it would be nice if it had an interactive Table of Contents and/or hyperlinks throughout to the relevant resources rather than the web links written in-text. ","grammatical_rating":4,"grammatical_review":"There are some minor issues with writing and APA style throughout including:\r\n1) paragraph structure - one-sentence not equaling a paragraph (see pages 17, 72, or 299 for examples); and avoiding run-on paragraphs such as those on pages 295 and 304\r\n2) using ampersands within parentheses (see pages 109, 113, 213)\r\n3) on page 48, first full paragraph – should just be “(a theory created by George Siemens, 2005)” without the extra parentheses around the year. \r\n4) p. 283 at very top, extra space before a period and no space after a period mid-way through page 285\r\n5) (e.g.,…) - missing comma towards middle of page 43\r\n6) some minor stuff in the reference list APA-wise, like spacing between author’s initials. \r\n7) generally do a good job of citing sources that they refer to directly, but not always like when they refer to statements made by Newton or Donne without using direct quotes or providing a source for readers to verify/learn more. There are also places like at the top of page 41 and page 54 where the in-text citations are a bit off (year should go right after the authors’ names and just the page number at the end of the quote. Also, in APA, quotes of 40 words or more utilize block formatting). Or on page 59 where you just need the page number at the end of the quote and not the (Siemens, 2006…) part in the first full paragraph as it is clear who you are referring to in the sentence itself. \r\n","cultural_rating":5,"cultural_review":"(see previous comment about gender-inclusive language) ","overall_rating":8,"overall_review":null,"created_at":"2019-01-14T12:23:00.000-06:00","updated_at":"2019-01-14T12:23:00.000-06:00"},{"id":3074,"first_name":"Christopher","last_name":"Haynes","position":"Associate Director for Learning Experience Design","institution_name":"CU Boulder","comprehensiveness_rating":4,"comprehensiveness_review":"This book addresses head on some of the challenges of teaching and learning at scale, an increasingly common need for institutions of higher education, while also providing tools and strategies for individuals to manage their formal and informal learning experience toward greater impact. It provides an extensive list of references and a useful, functional glossary.","accuracy_rating":5,"accuracy_review":"The content of Teaching Crowds is accurate, error-free, and unbiased. The authors are aware of their own histories and institutional contexts, and make those structural constraints visible and part of the learning experience of the book. Anderson's ethos is strong, as he is one of co-authors of the articles that laid out the \"Community of Inquiry\" model, one of the most commonly cited design schemas for online and technologically mediated teaching and learning, and is a leader in the field. The initial wordplay of “teaching crowds” encapsulates the purpose of the book, both a theoretical explication of what makes social teaching and learning work, and a practical guide for doing that work more effectively. ","relevance_rating":4,"relevance_review":"Anderson and Dron capture a critical reality of the current educational space, a tension between framing education “as a means of reproducing cultural norms for stability and as an instrument of change” (301). One of the drawbacks of any book looking to engage pedagogical reflection by holistically addressing theory and practical application is the rapid outdating of the technological platforms and tools referenced. This book is no exception, and some of the example tools and platforms are not commonly known today or have evolved in functionality, UI, or educational application. But, Teaching Crowds does an excellent job of framing tool references within context and category, which facilitates users now (at the time of writing, 5 years after publication) mapping the context onto whatever new toolsets are available.","clarity_rating":5,"clarity_review":"Teaching Crowds is written in clear and accessible prose. The early chapters of the book set out the educational and cultural theory upon which the applications of social learning and pedagogy rely. These chapters are denser than the rest and contain more technical terminology, but the book is well structured with headings, subheadings, and sections so the reader is not ever lost.","consistency_rating":5,"consistency_review":"Teaching Crowds is consistent in its topical frameworks. The most common of these are the approaches to learning covered (instructivist/behaviorist; constructivist; connectivist) and the social modes of learning explored (individual, group, network, set, collective). ","modularity_rating":4,"modularity_review":"Teaching Crowds is very modular in presentation, with a useful framework of headers, subheaders, and subsections that make any chapter or any section within a chapter extractable. There is self-referentiality throughout the book, so any extraction would require some context to sufficiently frame. But this need would be minimal.","organization_rating":5,"organization_review":"The topics in Teaching Crowds are presented in clear and logical fashion, and the book naturally progresses from underlying theory to new exploration to practical application.","interface_rating":5,"interface_review":"The text is free of significant interface issues, and the book is clean and well-presented.","grammatical_rating":5,"grammatical_review":"Like any large monograph, there are occasional grammatical errors, but these are neither distracting nor consistent.","cultural_rating":3,"cultural_review":"Teaching Crowds acknowledges the realities of cultural difference as a matter of vital necessity, which makes sense for a book trained on the present and future of the online educational space. However, it could go into more depth about how cultural difference plays out in its social learning modes (groups, networks, sets, collectives) as each develop in digitally-mediated educational spaces.","overall_rating":9,"overall_review":null,"created_at":"2019-09-05T10:33:35.000-05:00","updated_at":"2019-07-01T12:58:58.000-05:00"},{"id":3331,"first_name":"Laura","last_name":"Summers","position":"Clinical Assistant Professor","institution_name":"University of Colorado, Denver ","comprehensiveness_rating":5,"comprehensiveness_review":"Teaching Crowds: Learning and Social media (Dron \u0026 Anderson, AU Press, 2014) is one open text resource within a series of nine Issues in Distance Education texts. Teaching Crowds addresses social aspects and critical pedagogy of online teaching and learning with social media, also referred to as social software. Dron and Anderson (2014) state, “One major purpose of this book, therefore, is to explore these opportunities and provide both understanding and keys to action that can be used by educators and, as importantly, by learners” (7). While their review of literature is vast, their overview of learning theories be enhanced with a more saturated review of current literature of several theorists for each given theory or approach; for example, Wenger’s foundational work in the theory of communities of practice (1991; 1998) is the only perspective referenced for communities of practice when there are other researchers who have expanded upon this approach. The authors’ extensive understanding of social learning through groups, networks, and sets is evident throughout the text and supported through their contextual stories from their academic contributions to local practices. ","accuracy_rating":4,"accuracy_review":"Is the 1999 citation from Annand still accurate as to whether or not “conversant” forms of online learning are scalable or cost effective? Advancements in technology may change the accuracy of this statement twenty years later. In Chapter 1’s subsection: “Social Software Engages, Motivates, and is Enjoyable” cites early literature between 1987 to 2007 on the importance of enjoyment in learning but does not include research on the enjoyment of social software nor does the review of literature acknowledge the fear that some students still have with social software/social media.   ","relevance_rating":4,"relevance_review":"At the time of this review, Teaching Crowds is five years old. Cited research is eight years old with technology data that can quickly become outdated.  Some current examples of social software are listed in Table 1.1. Yet many current examples are not provided which leads to the question of relevance within different countries or cultures. Dron and Anderson (2014) mention the opportunity to go beyond the learning management system as the organizational learning system which is a current trend in educational technology. The relevance of their stories from the field are contextual to their academic backgrounds and could be broadened in the future through applied practice in other educational settings.  The concepts of learning in groups, networks and sets are still relevant and supported through Dron and Anderson's expertise. ","clarity_rating":4,"clarity_review":"Teaching Crowds provides a clear overview of social learning theories and how social media can be a supportive means to social teaching and learning theories. The tables and figures provide further clarity to complex concepts. ","consistency_rating":5,"consistency_review":"As mentioned above in the clarity section, Teaching Crowds provides a clear overview of the connection between social learning and the use of social media in networked and group learning. ","modularity_rating":5,"modularity_review":"The text is organized with chapters and sub-heading to find relevant topics within each chapter. The tables and figures also aid in the organization of the information. Social software for annotation could be used to support the educational use of this text within an educational technology course. ","organization_rating":4,"organization_review":"The structure flows from an overview in learning theories to social modes of learning to future possibilities in social learning from emerging structures and networks. ","interface_rating":5,"interface_review":"Images and charts were displayed clearly. Tables and figures support the text structure. Searchability was impacted by the online PDF format and the inability to easily flip to a page from the index.","grammatical_rating":5,"grammatical_review":"Grammatical errors are not noticeable and do not inhibit the flow of reading Teaching Crowds: Learning and Social Media (Dron \u0026 Anderson, AU Press, 2014).","cultural_rating":3,"cultural_review":"Accessibility to “all” learners is mentioned in the first chapter without the acknowledgment that access to the devices and access to paid social software can be a barrier. While Chapter 9 skims issues and challenges related to privacy, copyright, access, and cultural considerations, only the Indian culture is referenced in an example and not the multicultural nature of Canada’s population of learners which includes Indigenous peoples. For example, the tradition of oral storytelling by the elders, a respected norm within the social learning experience in the Northwest Territories could be explored as a context for teaching and learning with social media. Also, there are several statistics linked to Canadian learners which leads to the question, would world-wide statistics be similar in support? The usefulness of aggregations is also noted, yet the bias that can be a result of the algorithms used by software publishers was not exposed as a cultural issue that has been researched since publication (e.g. Benjamin, 2019).","overall_rating":9,"overall_review":"Teaching Crowds: Learning and Social Media (Dron \u0026 Anderson, AU Press, 2014) provides the opportunity for a discussion on how social media changes with emerging technologies. The concluding chapter ten, “The Shape of Things and of Things to Come,” communicates the authors’ perspective about institutional learning and formal learning structures with the hint of possibilities around situated, just-in-time, and personalized learning, through the use of badging, agnostic competencies, and open research. This reviewer would also ask that the idea of libraries as a “junction in a network and not a repository of knowledge” (309) be further examined as a future possibility in social teaching and learning social media networks.  ","created_at":"2019-11-29T13:29:39.000-06:00","updated_at":"2019-11-29T13:29:39.000-06:00"}],"url":"https://staging.open.umn.edu/opentextbooks/textbooks/teaching-crowds-learning-and-social-media","updated_at":"2025-12-15T02:02:33.000-06:00"}],"links":{"self":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction.json?page=1","total_pages":5,"total_count":45,"next":"https://staging.open.umn.edu/opentextbooks/subjects/curriculum-instruction.json?page=2"}}